The increasing emphasis on convergence research to address complex societal challenges has exposed persistent gaps in how STEM education prepares students and faculty for effective interdisciplinary collaboration. At the same time, efforts to broaden participation in STEM have often relied on deficit-oriented models that overlook the cultural dimensions of academic systems. In this Perspective paper, we suggest that Multicontext Theory (MCT) provides a critical, yet underutilized, framework for addressing both challenges. The integration of MCT into student and faculty development is illustrated by using the example of the National Science Foundation funded Western Alliance to Expand Student Opportunities (WAESO) Louis Stokes Alliance for Minority Participation (LSAMP) program. WAESO sought to expand and enhance US domestic student participation in science, technology, engineering and mathematics (STEM) research, with the goal of significantly expanding the persistence and success of the US STEM population. MCT was introduced into the WAESO LSAMP program development workshops. Preliminary feedback from WAESO LSAMP participants suggested that MCT offers a shared language for understanding diverse approaches to learning, mentoring, and research, and may facilitate more inclusive and effective collaborative environments. These preliminary findings suggest that embedding MCT into STEM training can simultaneously advance broadening participation and strengthen convergence research by equipping individuals and teams to operate effectively across multiple contexts. Directions are outlined for scaling and sustaining MCT-informed approaches in the evolving STEM research and education landscape.