This paper is written in response to Angela Chapman and Allan Feldman's research study, "Cultivation of science identity through authentic science in an urban high school [classroom]". I utilize this forum piece to extend the call for "awakening a dialogue" that critically assesses the effectiveness of current K-12 science education research in addressing the needs of populations of color. I take the opportunity to first discuss elements of what an "equitable research" focus might look like. I finish by critiquing and ultimately commending the authors on the degree to which they succeed in demonstrating an equitable approach to the design and carrying out of their study. [For "Cultivation of Science Identity through Authentic Science in an Urban High School Classroom," see EJ1146536.]