4 Access and Equity in Education
Beyond disability, understanding the strengths and challenges of diverse student groups—including first-generation students, non-traditional learners, international students, minoritized racial and ethnic groups, neurodiverse individuals, LGBTQ+ students, and those from various religious and cultural backgrounds—allows educators to foster more equitable and dynamic classrooms. Recognizing systemic barriers such as financial strain, stereotype threat, cultural differences, and institutional biases helps instructors create learning spaces where students feel valued, respected, and empowered to succeed.
The Importance of Access in Higher Education
Accessibility, inclusion, and equity are essential principles in course design, requiring a shift from traditional models that often prioritize an “average” student. Instead, we must embrace an approach that designs courses for students at the margins, recognizing that differences in ability, interest, background, race, gender, and socioeconomic status are not deficits but valuable aspects of the learning environment. Accessibility, in this broader sense, is not just about addressing ability and disability but also about ensuring equitable opportunities for all students, regardless of their identities and experiences. This means moving beyond a deficit model, which views diversity as a challenge to be accommodated, to a social and cultural model that sees these differences as central to the learning process. By reframing academic rigor to focus on equitable access to high expectations, incorporating intersectional perspectives, and recognizing the systemic barriers that affect students, educators can create learning experiences that empower all students to succeed. This approach benefits everyone, fostering a more inclusive, dynamic, and collaborative classroom environment.
Issues of accessibility in higher education have been shaped by ongoing theoretical debates. The most prominent perspectives are often described as the ‘medical model’ and the ‘social model’ of disability. Put simply, the medical model tends to focus on addressing the diagnoses of deficiencies and accommodations for a disabled individual, while the social model embraces disability as a difference and focuses on correcting systematic exclusions in institutions based in ableism—discrimination or prejudice against people with disabilities (for more, see Titchkosky, 2011). More recently, a third perspective, referred to as the ‘cultural model,’ has emerged. This model reframes disability as “a valuable form of human variation” (Hamraie, 2016, p. 260) The table below summarizes differences in the three perspectives:
| Medical model | Social Model | Cultural model | |
| View of disability | A deficiency or abnormality | A difference | Valuable human diversity |
| Cause of | A disability rooted in physical or psychological deficiency | Ableism, lack of accessibility | Ableism, lack of accessibility, attitudinal barriers |
| Locus of problem | The individual | Social institutions and processes | Social institutions and processes; ableist ideology |
| Change agent | Medical or technological expert | Individuals with disabilities, disability advocates, social movements, institutional leadership | Disability culture, social movements, society |
| Target of change effort | Individuals with disabilities and other’s efforts to accommodate | Institutional processes and protocols; social practices; societal norms and values | In addition to changing. Institutions, changing prevailing understandings of disability as a problem |
| Goal of change effort | To diagnose, diminish, correct, and/or accommodate perceived deficits | To increase accessibility in all aspects of society and remove barriers that restrict life choices for disabled people | To reframe disability as a valuable way of being in the world |
Ultimately, these different perspectives on disability—as a problem, a difference, or valuable—inform the way questions of access are approached in higher education settings. Most colleges and universities function within a medical model of disability. Typically, to get an assistive technology or accommodation, disabled students must prove that they have a recently-diagnosed disability. These accommodations treat disability as a deviation from the norm. By contrast, if a university were to adopt a social or cultural perspective on disability, the goal would be to increase accessibility for all students, regardless of whether they have a formal diagnosis. The focus would be on accounting for human variation by design.
Designing and Teaching Courses with Diversity in Mind
The students who populate our classrooms bring with them a rich tapestry of identities, experiences, and perspectives. This diversity is not only a reflection of our broader society but also a core strength of higher education. Recognizing and understanding the unique characteristics of various student groups—such as first-generation college students, non-traditional adult learners, international students, minoritized racial and ethnic groups, neurodiverse and disabled individuals, LGBTQ+ students, and those from diverse religious and cultural backgrounds—allows us to create more inclusive, equitable, and dynamic learning environments.
Understanding and Valuing Student Diversity: Strengths and Challenges
Every student enters the classroom with a unique combination of strengths and challenges shaped by their identities and experiences. Recognizing and valuing this diversity allows instructors to create learning environments where every student can thrive. Below, we explore key characteristics of several student groups, highlighting their contributions to the learning environment as well as the challenges they may face.
First-Generation Students
Strengths:
First-generation college students often demonstrate remarkable resilience, resourcefulness, and motivation. Many are self-starters who navigate unfamiliar systems with determination. They bring diverse perspectives rooted in their lived experiences and often have a strong commitment to improving their lives and the lives of their families.
Challenges:
Without familial experience to guide them, first-generation students may struggle with navigating academic bureaucracy, advocating for themselves, or understanding unspoken norms (e.g., office hours or networking). They may feel out of place or experience imposter syndrome, doubting their right to be in college. Financial stress is also common, as many first-generation students balance school with work or family responsibilities.
Campus Resources:
- Trio Program: The Federal TRiO Programs (TRiO) are Federal outreach and student services programs designed to identify and provide services for individuals from disadvantaged backgrounds. TRiO includes eight programs targeted to serve and assist low-income individuals, first-generation college students, and individuals with disabilities to progress through the academic pipeline from middle school to postbaccalaureate programs. TRiO also includes a training program for directors and staff of TRiO projects. https://www.etsu.edu/students/trio/
- Center for Academic Achievement: (CFAA) at East Tennessee State University is a one-stop shop to help students improve their academic success. The CFAA is home to three free academic support programs representing different strategies for improving academic performance, Individual Tutoring Supplemental Instruction (SI) Academic Coaching. The CFAA is located on the first floor of the Charles C. Sherrod Library. Contact us at (423) 439-7111 or learning@etsu.edu.
Non-Traditional (Adult) Learners
Strengths:
Non-traditional students bring a wealth of life experience and real-world context to their education. They often have clear goals and a strong intrinsic motivation to succeed. Their perspectives can enrich class discussions, connecting theory to practice in ways younger students may not yet grasp.
Challenges:
Adult learners often juggle multiple roles—parent, employee, caregiver—leaving limited time and energy for academic tasks. They may feel isolated in classrooms dominated by younger students or perceive a gap in their academic preparedness, especially with technology or study skills. These feelings can lead to self-doubt or reluctance to engage fully in group work or discussions.
Campus Resources:
- New Student & Family Programs: Whether you are a first time freshman to us straight from high school, a transfer student having previous college experience or an adult student returning to college or starting for the first time we are committed to your academic success and personal growth. Your satisfaction with your college experience is an important factor for your success. Come to the first floor of Burgin Dossett to the Undergraduate Admissions office- stop by and see us! If you prefer you can call or email 423-439-8452 transfer@etsu.edu.
International Students
Strengths:
International students enrich classrooms with global perspectives and cross-cultural insights. Their experiences can challenge assumptions and broaden the worldview of their peers. Many international students also demonstrate a deep commitment to their education, often traveling far from home and family to pursue academic and professional goals.
Challenges:
Language barriers and differences in academic culture can hinder participation and performance. Adjusting to new social norms, expectations, and even the pace of instruction can be overwhelming. International students may also face feelings of isolation, homesickness, or even discrimination, exacerbated by visa-related stress or financial constraints.
Campus Resources:
- New Student & Family Programs: Whether you are a first time freshman to us straight from high school, a transfer student having previous college experience or an adult student returning to college or starting for the first time we are committed to your academic success and personal growth. Your satisfaction with your college experience is an important factor for your success. Come to the first floor of Burgin Dossett to the Undergraduate Admissions office- stop by and see us! If you prefer you can call or email 423-439-8452 transfer@etsu.edu.
- Mary V. Jordan Multicultural Center: The Multicultural Center seeks to promote the University’s commitment of diversity, and to broadening multicultural awareness and sensitivity, and encourages cross-cultural collaborative relationships through recruitment, retention, engagement and success. If you would like additional information about our services & programs, please fill out our contact us at etsumc@etsu.edu.
Appalachian Students
Strengths:
Students from Central Appalachia bring a deep connection to their communities and a strong sense of place. Many have grown up in close-knit environments where resilience, resourcefulness, and self-reliance are highly valued. They often possess a strong work ethic, a commitment to family, and a rich cultural heritage rooted in Appalachian traditions such as storytelling, music, and craftsmanship. These students can contribute unique perspectives on rural life, economic challenges, and cultural pride to classroom discussions, enriching the learning experience for their peers.
Challenges:
Systemic issues such as limited access to quality K-12 education, healthcare disparities, and generational poverty can create barriers to academic preparedness and success. Students may feel pressure to prioritize family responsibilities or remain close to home, limiting opportunities for internships, study abroad, or campus engagement. Stereotypes about Appalachia—such as assumptions of insularity, backwardness, or lack of ambition—can lead to microaggressions or outright bias, leaving students feeling misunderstood or marginalized. Additionally, many Appalachian students are first-generation college students, navigating unfamiliar academic and social systems with limited support.
Campus Resources:
- New Student & Family Programs: Whether you are a first time freshman to us straight from high school, a transfer student having previous college experience or an adult student returning to college or starting for the first time we are committed to your academic success and personal growth. Your satisfaction with your college experience is an important factor for your success. Come to the first floor of Burgin Dossett to the Undergraduate Admissions office- stop by and see us! If you prefer you can call or email 423-439-8452 transfer@etsu.edu.
- Archives of Appalachia: The Archives of Appalachia is a repository for memories — the written words, images, and sounds that document life in southern Appalachia. We steward nearly two miles of rare manuscripts, 300,000 photographs, 100,000 audio and moving image recordings, and 15,000 books. Nearly 2,000 patrons visit the Archives in person each year, and 65,000 more from over 50 countries engage with our holdings online. Call or email 423.439.4338, archives@etsu.edu.
Minoritized Racial and Ethnic Groups
Strengths:
Students from minoritized racial and ethnic groups bring critical insights into societal dynamics, cultural traditions, and systemic inequities. Their lived experiences often foster resilience, creativity, and a keen ability to navigate and challenge dominant systems. They can help foster richer, more inclusive conversations in the classroom.
Challenges:
Systemic racism and implicit bias can create additional hurdles, from microaggressions to unequal access to mentorship and resources. Stereotype threat may lead to anxiety and underperformance. These students often bear the additional emotional labor of representing or defending their communities in discussions. They may also feel alienated if course materials lack representation of their identities or histories.
Campus Resources:
- New Student & Family Programs: Whether you are a first time freshman to us straight from high school, a transfer student having previous college experience or an adult student returning to college or starting for the first time we are committed to your academic success and personal growth. Your satisfaction with your college experience is an important factor for your success. Come to the first floor of Burgin Dossett to the Undergraduate Admissions office- stop by and see us! If you prefer you can call or email 423-439-8452 transfer@etsu.edu.
- Mary V. Jordan Multicultural Center: The Multicultural Center seeks to promote the University’s commitment of diversity, and to broadening multicultural awareness and sensitivity, and encourages cross-cultural collaborative relationships through recruitment, retention, engagement and success. If you would like additional information about our services & programs, please fill out our contact us at etsumc@etsu.edu.
Neurodiverse and Disabled Students
Strengths:
Neurodiverse and disabled students often excel at creative problem-solving, innovative thinking, and unique approaches to learning. They bring important perspectives on accessibility and inclusivity, challenging conventional norms and helping instructors rethink what engagement and success look like.
Challenges:
Navigating an academic environment often designed for neurotypical or able-bodied students can be exhausting. Some students encounter stigma, skepticism, or a lack of accommodations that adequately meet their needs. Even when accommodations are available, the process of advocating for and receiving them can be a barrier. Sensory sensitivities or mental health challenges may also limit participation in traditional classroom settings.
Campus Resources:
- Disability Services: Disability Services offers a variety of accommodations and assistance to qualifying students who register with our office. Our mission is to provide services and promote an accessible environment which allows people with disabilities an equal opportunity for participation in educational pursuits and other campus activities. Please feel free to reach us by telephone at 423-439-8346 or by email at littleme@etsu.edu.
LGBTQ+ Students
Strengths:
LGBTQ+ students contribute important perspectives on identity, inclusion, and social justice. Their experiences navigating and challenging societal norms often foster empathy, adaptability, and resilience. They bring valuable insights into how power and privilege operate in society.
Challenges:
LGBTQ+ students may face stigma, discrimination, or a lack of acceptance, both on and off campus. Those who are not out in certain settings may feel pressure to conceal their identities, which can be emotionally taxing. Limited representation in course materials or discussions can lead to feelings of invisibility or marginalization.
Campus Resources:
- Dr. Patricia Robertson Pride Center:The Pride Center provides programming, campus resources, and educational training for ETSU students, faculty, staff, and community members.Under the umbrella of the Multicultural Center, we support the university’s mission and dedication to social justice efforts through programming, trainings, community outreach, and advocacy on ETSU’s main campus and across the region. Attention to gender and sexual minority related inequities also requires addressing all aspects of inequality, including heterosexism, cissexism, racism, misogyny, xenophobia, ableism, and more. Telephone: (423) 439-8408, Email: pridecenter@etsu.edu
Religious and Cultural Diversity
Strengths:
Students from diverse religious and cultural backgrounds bring rich traditions, worldviews, and values to the classroom. These perspectives can deepen discussions and challenge dominant paradigms, encouraging critical thinking and mutual understanding.
Challenges:
Students may encounter cultural misunderstandings, stereotypes, or biases that impact their sense of belonging. Religious holidays or dietary practices may not always be accommodated in academic settings. For some, cultural norms around authority or participation may make it difficult to engage in discussions or challenge ideas.
Campus Resources:
- Mary V. Jordan Multicultural Center: The Multicultural Center seeks to promote the University’s commitment of diversity, and to broadening multicultural awareness and sensitivity, and encourages cross-cultural collaborative relationships through recruitment, retention, engagement and success. If you would like additional information about our services & programs, please fill out our contact us at etsumc@etsu.edu.
- Multicultural Center Student Organizations: The Multicultural Center sponsors diverse student organizations that bring a sense of belonging and community for our students. For more information, contact us at 423-439-4844, BrooksKL1@etsu.edu.
Why These Differences Matter
Understanding the diversity of our students is not just a moral imperative—it’s a practical one. Acknowledging and valuing student differences fosters a more inclusive classroom climate, where all students feel respected and supported in their learning. When students see their identities reflected and validated in course design, materials, and interactions, they are more likely to engage meaningfully and achieve their potential.
Moreover, diversity enhances the learning experience for everyone. Classrooms that embrace varied perspectives and encourage cross-cultural understanding prepare students for the complexities of a global and interconnected world. Considering these differences also enables instructors to identify and address inequities that may otherwise disadvantage certain groups.
Connecting to Course Design and Class Climate
As instructors, keeping student diversity in mind helps us design courses that serve the broadest possible range of learners. By moving beyond a “one-size-fits-all” approach to teaching, we create opportunities for all students to succeed—those at the margins and those in the center alike. This awareness also informs our approach to fostering a positive class climate, where differences are not just accommodated but celebrated as essential to the academic experience.
This section lays the groundwork for deeper exploration into teaching strategies tailored to these diverse student groups, ensuring our teaching practices are as inclusive, equitable, and effective as possible.
Sources and Attribution
Primary Sources
This section is informed by and adapted from the following sources:
- Thurber, A., & Bandy, J. (2018). Creating Accessible Learning Environments. Vanderbilt University Center for Teaching.
- Retrieved [today’s date] from: Vanderbilt CFT Website
- University of Denver, Office of Teaching and Learning. Inclusive Pedagogy.
- Available at: University of Denver Website
- University of California, Santa Cruz, Teaching & Learning Center. Equity-Minded Teaching.
- Available at: UC Santa Cruz TLC Website
- University of Michigan, Center for Research on Learning and Teaching (CRLT). Overview of Equity-Focused Teaching at Michigan.
- Available at: CRLT Website
Use of AI in Section Development
This section was developed using a combination of existing research, expert-informed insights, and AI-assisted drafting. ChatGPT (OpenAI) was used to:
- Synthesize key concepts from inclusive and equity-focused teaching strategies into a cohesive and accessible guide for educators.
- Clarify best practices for creating accessible, inclusive learning environments that support all students.
- Enhance readability and coherence, ensuring that the strategies presented are both research-supported and practically implementable across various educational contexts.
While AI-assisted drafting provided a structured foundation, all final content was reviewed, refined, and contextualized to ensure accuracy, pedagogical effectiveness, and alignment with cited sources. This section remains grounded in institutional best practices and respects Creative Commons licensing where applicable.
