This study used gain scores and linear regression equations to examine the role of race, socioeconomic status, and school control (public or Catholic/private) on student science identity growth trajectories. The participants of this study were 18,837 students who were followed from the beginning of secondary education to three years after graduation from secondary school into postsecondary education/work. The study employed a non-experimental, descriptive, longitudinal, retrospective quantitative research design and explored racially and economically diverse secondary and post-secondary data from 2009 to 2016. Substantial variability is apparent. The results highlight that neither race, gender, SES, nor school control alone can predict the student science identity trajectories at the intersection of race, gender, SES, and school control. [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.]