The purpose of this study was to describe the conditions under which the capacities of gender and race were actualized in high school Advanced Placement biology classrooms. Students negotiate and manage their participation as well as the participation of others in and across cultural practices, thereby positioning themselves and others in social and cultural contexts in the classroom. Operating under the framework of actor-network theory, this ethnographically-informed qualitative study explored how identity categories such as gender and race played a role in the opportunities for learning made available to students. This study also explored how norms and conventions were negotiated by students and teachers at the level of immediate interactions in the science classroom. Accounts of interactions in the science classroom were collected through field observations and semi-structured interviews. The iterative process of data collection and analysis involved describing the interactions, reading and re-reading the descriptions, and describing the interactions some more. Drawing upon MacLures (2013) work, these descriptions and analyses were conceptualized as sets of glowing data. Glowing data showed: (1) objects and things mattered in the actualization of gender and (2) actualizations of gender and race followed lines of flight that were unpredictable. Actualization of race followed three types of lines of flight that originated from the science curriculum; that initially originated from the science curriculum, but quickly became racialized; or originated via unexpected outbursts which appeared to have little relevance to the science curriculum. Specifically, this study brought to light how actor-network-theory helped see that objects like sinks and bells were critical actors with as much, if not more, importance than the human actors in shaping these interactions in relation to gender and race. Exploring what gender and race could be and how those identity categories were actualized (or not) made visible ongoing negotiations at the nodes of these relations that could potentially shape students science learning experiences. This study extended existing identity work in science education by employing a new methodology and bringing theories from new materialism and emerging concepts from post-identity work to offer possibilities of subjectivities in motion.