Abstract Failure to improve achievement in K‐12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of science for all . Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students’ opportunities to learn. To achieve this, we must be able to conceptualize sociopolitical pedagogical approaches and learn from empirical examples of science teachers who consciously attend to their students’ realities in empowering rather than deficit‐oriented ways. We argue for the importance of utilizing culturally relevant pedagogy (CRP) and attending to and theorizing an educator's sociopolitical consciousness and enactments of political clarity in science instruction. Our analysis highlights how an African American male science teacher responds to his middle school students’ realities and identities as African American youth and children growing up contexts with limited economic resources. Through classroom observations and interviews with the teacher, we nuance our understanding of sociopolitical consciousness , the third tenet of CRP, as reliant upon a teacher's political clarity and examine how, through instruction, science teachers can position students and their realities as consonant with knowing and doing science and being scientists.
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