This colloquium addresses the important contributions of Minority Serving Institutions (MSIs) in graduating STEM students from minoritized communities and highlights the disconnection between research on STEM education, higher education organizational change, and MSI contexts. It aims to promote a conversation about culturally responsive measures of student success in STEM, emphasizing the inadequacy of traditional metrics that do not reflect the experiences of underrepresented students. By integrating dimensions of inclusive science, the session seeks to inspire participants to develop more accurate and culturally relevant metrics for evaluating student success in diverse educational environments.