A typical general chemistry has many goals, primarily focused on standardized learning outcomes that prepare students for future coursework. In this framework, there is much room for improvement in how students develop science identity and identify personally with the material. In this JET Capstone, I outline a student-directed project aimed at second-semester community college general chemistry students. This project builds on established work emphasising science identity in underrepresented groups and aims to personalize how students consider modern chemistry.