In N.K. Jemisin’s The Fifth Season (2015), she begins her novel with a dedication to “those who have to fight.” This notion of “fighting” is a reality that I, as a Black man in STEM, know all too well. Jemisin’s text is anchored in a fictional world informed by a rich understanding of earth science. As one who studied geology as an undergraduate student, this chapter will chronicle my experiences fighting for a space that others (i.e., White students), were afforded without question. Although these experiences are a frequent occurrence for those across the STEM spectrum who look like me, I spend the chapter uplifting acts of what Carl Grant refers to as radical hope, to reframe the nature of racial commodification that undergirds notions of belonging, equity, and justice in STEM teaching and learning. The chapter concludes with practical recommendations for others (e.g., teachers, teacher educators) who are striving to create a space for others that promotes radical belonging.