Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius's article "Chemistry inside an epistemological community box!--Discursive exclusions and inclusions in the Swedish national tests in chemistry," by using different facets of gender awareness. The first facet--Gender awareness in relations to the test designers' own conceptions--highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet--Gender awareness in relation to chemistry--discussed the hierarchy between discourses within chemistry. The third facet--Gender awareness in relation to students--problematized chemistry in relation to the students' identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse. [Rebecca Ahlfeldt assisted with the translation. For "Chemistry inside an Epistemological Community Box! Discursive Exclusions and Inclusions in Swedish National Tests in Chemistry," see EJ1146538.]