{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T05:27:48Z","timestamp":1786512468479,"version":"build-2736575974"},"reference-count":15,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T00:00:00Z","timestamp":1786492800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Sociol."],"abstract":"<jats:p>Productivity in science, technology, engineering, mathematics, and medicine (STEMM) is never culturally neutral. Dominant productivity regimes count outputs such as publications, grants, and response times while rendering invisible the relational labor that sustains student persistence, faculty wellbeing, and institutional belonging. This Perspective argues that mainstream productivity norms function as gatekeeping mechanisms sustained by coercive institutional isomorphism, and that relational labor is not service overhead but core scholarly output. Drawing on a 2026 keynote delivered at the American Indian College Fund Tribal College Faculty Convening and recent peer-reviewed literature, I identify five pervasive lies about productivity in STEMM (worth equals output, urgency equals importance, self-sacrifice equals leadership, representation equals transformation, and burnout equals impact) and show how each perpetuates extraction rather than reciprocity. Tribal Colleges and Universities (TCUs) occupy a paradoxical position: pressured to perform mainstream \u201cpublish or perish\u201d norms to survive accreditation and funding requirements, yet founded on missions that explicitly center Indigenous revitalization, language reclamation, and cultural sovereignty. The lessons TCUs offer come not from having solved the productivity problem but from their founding documents, which name what mainstream institutions refuse to name: that education exists to sustain people, culture, and community, not to extract from them. When institutions celebrate diverse faculty while refusing to redesign evaluation systems, the goalpost moves to preserve the gate. The article concludes with implications for reimagining faculty evaluation, resourcing invisible labor, and advancing gatebreaking across STEMM ecosystems.<\/jats:p>","DOI":"10.3389\/fsoc.2026.1934211","type":"journal-article","created":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T04:39:11Z","timestamp":1786509551000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The goalpost moves to preserve the gate: productivity, extraction, and indigenous educational values in STEMM"],"prefix":"10.3389","volume":"11","author":[{"given":"Karen","family":"Colbert","sequence":"first","affiliation":[{"name":"Atlas Executive Consulting","place":["Hancock, MI, United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,12]]},"reference":[{"key":"B1","doi-asserted-by":"crossref","DOI":"10.1215\/9780822395324","volume-title":"On Being Included: Racism and Diversity in Institutional Life","author":"Ahmed","year":"2012"},{"key":"B2","doi-asserted-by":"publisher","first-page":"396","DOI":"10.18060\/24118","article-title":"How racism against BIPOC women faculty operates in social work academia","volume":"21","author":"Azhar","year":"2021","journal-title":"Adv. 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