This article discusses transfer pathways to Science, Technology, Engineering, and Mathematics (STEM) degrees and highlights ways in which existing literature on equity in STEM fails to represent transfer student experiences, limiting opportunities to support transfer students and diversify STEM programs. More specifically, we synthesize findings across research studies--focusing closely on recent studies of disparities in students' sense of belonging in computing--to make a case that existing research on equity in computing is not generalizable to students following upward transfer pathways to their computing degree. Implications for centering upward transfer students' experiences in future research and practice are discussed.