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Despite growing similarity between girls and boys in math and science achievement, the gender gap in science careers persists. We draw on theories of identity and networks to better explain mechanisms that contribute to the paradox of higher achievement and lower persistence in science among U.S. girls compared to boys. Separately for boys and girls, we use exponential random graph models to measure the similarity among friends in self-perceived scientific competence, grades in science classes, and aspirations of a career using science. Using a unique dataset collected from a middle school in the Midwest region of the United States, we find that the gendered meaning of science emerges in adolescent peer friendships. Selfperceived scientific competence and grades in science class are salient in friendship networks among both boys and girls. Evidence for the salience of a shared desire for a future career that uses science, however, only emerges in counter gender normative categories. Girls are more likely to be friends when both have high science career aspirations. Boys are more likely to be friends among the continuum of science career aspirations, but the effect is even stronger among boys with low aspirations. [ABSTRACT FROM AUTHOR]