What if I told you the education system isn’t broken—it’s working exactly the way it was built to? That’s not just a soundbite from my TEDx Talk—it’s my lived experience.
I grew up in a historically underserved neighborhood in Houston, Texas, zoned to one of the lowest-performing elementary schools in the city. But due to a granted academic transfer, I ended up attending a top-performing public school just three miles away. Same city. Different ZIP code. Completely different resources—and trajectory.
That three-mile difference changed everything. And today, as a doctoral student and aspiring professor, I can see how those early disparities still show up in our college classrooms.
Here’s the thing: public school funding in the U.S. depends heavily on local property taxes. That means wealthier neighborhoods get better schools—often with state-of-the-art facilities, robust extracurriculars, and college prep courses—while nearby communities may struggle with crumbling infrastructure and underpaid staff (Owens-Young 2023).
Part of my dissertation, I compared two elementary schools less than three miles apart. One had a PTA raising over $100,000 annually. The other didn’t have working air conditioning. These weren’t just different schools—they were different worlds. And students from those environments bring that context with them when they walk into our lecture halls.
But what we see in higher education—missed assignments, low engagement, quiet classrooms—isn’t always a motivation issue. Often, it’s a preparedness gap. And that gap isn’t the student’s fault.
As faculty, we can’t change where our students come from. But we can shape what they experience once they’re here. Below are four strategies I use in the classroom to help level the playing field:
1. Start by Asking, Not Assuming
Instead of assuming a lack of interest, ask about their background. I use a quick, anonymous prompt on the first day of class: “What’s one thing you overcame to get here today?” One student wrote about taking two buses from the other side of town after getting their younger siblings off to school. That kind of insight changes how we teach.
2. Rethink Participation
Not everyone feels comfortable speaking up in class. Consider using written reflections, discussion boards, or tools like Jamboard and Padlet. For instance, in one of my leadership classes, I use a shared Google Doc where students add thoughts anonymously. The quieter students thrive—and the louder ones gain new perspectives.
3. Normalize Struggle
Students from under-resourced schools often view academic struggle as failure. That’s why I share my own story of nearly failing out during undergrad. I also let students revise one major assignment. One student improved from a 72 to a 90—and more importantly, realized they were capable all along.
4. Offer Flexible Assessment Options
Some students express themselves better visually or verbally. I once had a student create a narrated photo essay instead of a traditional paper—it was powerful, reflective, and demonstrated full mastery. When students see that their strengths are valued, their confidence grows.
None of these ideas require overhauling your entire course. But they do require intentionality. And that’s what makes the difference.
I’ve been the under-resourced student, and now I’m becoming the professor I wish I had—someone who saw potential beyond performance.
We don’t control our students’ ZIP codes. But we do influence how they feel in our classrooms—and whether they believe they belong there.
Lloyd Lindley Jr. is a PhD student in Educational Leadership and Organization at Texas Woman’s University, a TEDx speaker, and author of “From the Hood to Understood”. He is the co-founder of a grassroots nonprofit that advocates for equitable access to education, mentorship, and financial literacy in underserved communities. Lloyd has been featured on Good Morning Houston and KTSU Radio for his impactful community work and continues to champion culturally responsive teaching and student empowerment at all levels of education.
References
Owens-Young, Jessica. 2023. “The ZIP Code Effect.” American University.