This qualitative study explores a pedagogical approach that centered participants' epistemic authority to select the ways of knowing and focus for their practices of science. Guided by Black feminist theory, the program facilitators and participants engaged multiple cultural practices to (re)define science practices and (re)center participants' intersectional identities within the praxis of a liberatory and loving pedagogy. Participants explored and challenged their initial ideas of science as the group collectively considered diverse ways of knowing and spent time in reflection around practices of inquiry that are not typically recognized as science. Then, to support the science identity development of participants, facilitators engaged participants in designing and enacting science inquiries to provide opportunities for science performance, recognition, and competence. Participants concluded the program with reflections on the experience and the tools they gained, including their perspectives on themselves as science people. Through the methodology of portraiture, participants and researcher together explored and organized three stories that attend to details within lived experiences, including actions, emotions, and thoughts. The portraits are organized around the themes of science identity, race, and gender and attend to the relational elements that position participants as knowledge holders and science people. This critical study may benefit others by showing how epistemic injustice in science education can be healed within learning contexts that attend to power and justice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]