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Science education scholars have spotlighted two concerns: (1) the exclusionary tracking of minoritized students, and (2) assimilationist norms confronting those who do gain access to advanced coursework. This study theorizes how both problems stem from unexamined histories of segregation. As a raciolinguistic genealogy, it examines archival sources to identify science pedagogies designed for segregated 'Mexican schools' in the U.S. (1912–1947), comparing them against recent equity reforms. The analysis maps shifting techniques training teachers to see and hear some students as potential scientists and others as not-yet-prepared citizens. The study spotlights a paradox of conditional inclusion: in ascribing minoritized students scientific potential, research has often prescribed distinct interventions to bring them closer to cultural and linguistic norms universalized as scientific.