The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)‐informed undergraduate research experience. Twenty students (12 female, 8 male; Mage = 22.00; SD = 2.77) enrolled in biomedical‐related majors at a 4‐year university responded to open‐ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) consistent or fast achievement, (2) gradual achievement, (3) achievement adjustment, and (4) never reach achievement. The majority of students demonstrated a trajectory in which they reached science identity achievement (the feeling that they are “a scientist”). Our results provide evidence of the positive, longitudinal impact that a CRT‐informed curriculum has on the science identity development of Latinx students. Implications surrounding future research and strategies to facilitate long‐term Latinx student participation in the biomedical sciences are discussed.

In an effort to systematize and organize an exploration of alternate cultural paradigms from a Latinx perspective, the membership of the National Latinx Psychological Association was surveyed via its electronic mailing list in successive rounds. The first invitation asked members to identify alternate cultural paradigms they use in their work or are familiar with; a definition of alternate cultural paradigms and some examples were provided. Responses were summarized and redistributed to the entire list, seeking further input. This process was followed a total of four times. The range of contributions extended from journal articles, to books, to authors, individuals, and movements. The compiled responses were then analyzed using qualitative methodology in the form of thematic analysis. The resulting taxonomy addresses the promotion of health and wellness in Latinx communities through the use of alternate cultural paradigms, and culturally adapted treatments and interventions. The former is made of examples and sources that emphasize combatting oppression and inequities as well as the use of cultural traditions, norms, and specific values. Though not identified as exemplary of alternate cultural paradigms, the latter refers to evidence-based or widely used treatments that have been modified (i.e., adapted) in an effort to improve service efficacy with Latinxs.