Goss, D.; Sachdev, S.; Kim, G.; Taliaferro-Smith, L.; Balgopal, M.; Fankhauser, S.

Scientific writing and publication are critical sites where early-career researchers must navigate between their personal identities and the presumed objectivity of scientific discourse. For non-white researchers, this process involves complex negotiations that remain understudied, particularly among those stereotyped as \"model minorities.\" This qualitative study examines how Asian and Asian American early-career scientists navigate their racial and cultural identities within scientific writing and publication processes. Drawing on interviews with 23 participants who engaged with the Journal of Emerging Investigators, we identified two primary approaches to identity navigation: \"spurring,\" wherein racial and cultural backgrounds catalyze research questions and scientific inquiry, and \"siloing,\" wherein these identities are deliberately compartmentalized during formal scientific writing. Using an integrated theoretical framework combining cultural community wealth, narrative identity, and model minority discourse, we analyzed how participants strategically deployed cultural resources while navigating institutional expectations. Our findings reveal that while participants drew upon familial capital to inform research interests and occasionally acknowledged reflexivity, most also practiced disciplinary compartmentalization and adhered to perceived scientific norms of objectivity. This tension demonstrates how early-career scientists negotiate competing cultural scripts while developing professional identities. These findings have significant implications for science education, suggesting the need to help students recognize cultural backgrounds as valuable resources rather than sources of bias, address myths of pure objectivity, and provide models of successful identity integration in scientific work. By documenting these navigation strategies, we contribute to understanding both individual agency and institutional constraints in scientific practice, particularly for students from backgrounds historically underrepresented in STEM fields.