Who Gets to Belong in Chemistry? A Decolonization Perspective Informed by Dominant Group Theory

A sense of belonging in science, technology, engineering, and mathematics (STEM) education is often conceptualized primarily through social dimensions, overlooking its disciplinary and epistemological contexts. In chemistry, understanding belonging requires examining how disciplinary culture, values, and norms shape who feels included and who is excluded. This perspective article explores belonging in chemistry (a STEM discipline) as a multidimensional construct, emphasizing the intersections of social, cultural, and epistemic dimensions that influence students’ participation and identity development in chemistry. Through a critical synthesis of literature informed by dominant group theory and decolonization frameworks, this work interrogates how Eurocentric definitions of merit and excellence perpetuate exclusionary practices and constrain the belonging of nondominant groups. The analysis identifies key opportunities in chemistry to support the participation of all and offers asset-based considerations for transforming departmental and instructional practices. We conclude that advancing belonging in chemistry requires reexamining disciplinary norms and adopting new approaches that validate multiple ways of knowing and contributing to the chemical sciences.