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Science identity is an important factor underlying successful science learning and achievement in K-12 and postsecondary learners. Ecological perspectives have expanded our understanding of science identity development, yet the interactive role of the microsystem, macrosystem, and chronosystem has been understudied. The COVID-19 pandemic context provides a unique opportunity to examine the interlocking social and historical influences on science identity development among racially diverse adolescent youth. The present study, conducted during the height of the pandemic, examined how 38 American high school students across grades 9–12 (34% Hispanic, 23% Multiracial, 16% Black) reflected on their science identities and futures after watching digital storytelling videos of mentored science learning activities. Reflexive thematic analyses of focus group data revealed the salience of interpersonal relationships, the challenge in successfully pursuing social and emotional goals in the immediate present, and individual differences in students’ experiences and perceptions of time, which collectively impacted adolescent science identity formation. Findings underscore the importance of considering the learner’s ecology and the broader sociohistorical context when designing and implementing instructional practices for effectively shaping science identities and aspirations among diverse adolescent youth.