 As another illustration of the impact generic language, and language about identity categories more generally, can have on young children, Rhodes and Leslie noted that science is often described to young children using identity-focused language, e.g., “Let’s be scientists! Scientist explore the world using their senses.” However, action-focused language offers an alternative way to communciate much the same content, e.g., “Let’s do science! Doing science means exploring the world with our senses.” In a series of experiments, Rhodes and Leslie and collaborators have found that children who belong to social groups that are underrepresented in science (girls, children from underrepresented minorities or lower income backgrounds) show more engagement and persistence when they hear science described using action-focused language as opposed to identity-focused language (e.g., Rhodes, Cardarelli and Leslie 2020).