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This research project focuses on understanding the immediate and long-term impacts of an intensive workshop series for rural families with youth aged 8-11 years old at two science museums. Families spent six hours on six Saturdays with their children learning about wildlife and marine ecology. Our research focuses on how youth and family science identity work is constructed within and beyond the workshops ultimately supporting family persistence in science. Through survey and interview analysis we found two broad themes related to the building of science identities and persistence. First, through these intensive workshops families, including youth, develop science identities directly as well as broader, more accessible views of science and scientists. The design of the programming around families rather than just youth pointed to the important role of family learning in shaping youth science learning, identity, and participation. And, second, that families and youth begin viewing science as all around them and not just in the lab. There was an increase in their own sense of science identity and confidence as someone who knows about and can engage in science. They benefited from being scientists, using scientific tools, and meeting different types of science professionals.more » « lessFree, publicly-accessible full text available March 20, 2025