February 26, 2026 - 14:38
One idea that has stayed with me from our readings is how institutions define belonging through structures that appear neutral. In disability studies, we talk about how environments disable people more than bodies do. That made me think about the accessibility of academic majors. One reason I became a biology major is because I did not have to start it in my first semester. The major officially began sophomore year, and the only prerequisite was one lab course. That gave me space to explore chemistry, physics, and psychology before committing. If I had needed to take a specific biology course right away, I honestly do not know if I would have chosen this path.
Many other STEM majors require students to begin immediately, with tightly sequenced introductory courses that build on one another. Missing one class can mean falling a full year behind. That structure quietly privileges students who arrive already confident, well advised, or familiar with how college systems work. Making academia more accessible could mean designing majors with flexible entry points, fewer rigid first year requirements, and clearer pathways for late discovery. Sometimes accessibility is not about ramps or accommodations, but about time and the ability to change your mind.