This study explores cogenerative dialogues as potential spaces for supporting active participation among Latina students in science courses. I collaborated with two high school science teachers to enact cogenerative dialogues with five Latina students, each of whom had previously self-identified as reluctant class participants. Using a framework grounded in educación concepts of care, personalismo, and confianza, I found that, as the students took greater part in cogenerative dialogues, their active participation within in-class activities grew in parallel. This increase in participation was mediated by several conditions of cogenerative dialogues, which collectively fostered a spirit of community, agency, and science identity.