A central focus in science education is to foster the success of students who identify as Black, Indigenous, and people of color (BIPOC). However, representation and achievement gaps relative to the majority still exist for minoritized students at all levels of science education and beyond. We suggest that majority groups defining the definitions and measures of success may exert "soft power" over minoritized student success. Using a hegemonic and critical race theory lens, we examined five years of research articles in CBE-Life Sciences Education to explore how success was defined and measured and what frameworks guided the definitions of student success. The majority of articles did not explicitly define success, inherently suggesting "everyone knows" its definition. The articles that did define success often used quantitative, academic outcomes like grade point average and exam scores, despite commonly cited frameworks with other metrics. When students defined success, they focused on different aspects, such as gaining leadership skills and building career networks, suggesting a need to integrate student voice into current success definitions. Using these results, we provide suggestions for research, policy, and practice regarding student success. We urge self-reflection and institutional change in our definitions of success, via consideration of a diversity of student voices.
