This paper critically examines the escalating expenses of textbooks, which pose a formidable barrier to education for low-income students. In response, the study explores the potential of open educational resources (OER) as a remedy for achieving educational equity. Employing autoethnography and drawing from the sociological lens of conflict theory, the authors reveal how and why the use of OER and zero-cost course materials are beneficial for both college students and professors. The paper underscores the urgent need to address rising textbook costs by advocating for the adoption of OER, which could substantially enhance access and success rates for low-income students. Incorporating in-depth, reflective accounts from a professor and a student with first-hand experience with OER, the study argues for widespread implementation of OER in higher education, illuminating their role in promoting social justice and diminishing inequalities within the system. The paper concludes by suggesting how colleges and universities may support the implementation of OER as an accessible, zero-cost alternative to traditional textbooks, thus advancing inclusivity and equity in higher education.
Keywords: open educational resources, OER, textbook, justice, equity, education
Suggested citation: Bartholomay, D. J., & Otter, B. (2024). Breaking the textbook barrier: Autoethnographic reflections on open educational resources and equity in higher education. In T. Tijerina (Ed.), Pedagogy opened: Innovative theory and practice (pp. 184-205). University of North Georgia Press. https://alg.manifoldapp.org/read/pedagogy-opened-v1-a7/.
The increasing cost of college tuition is a widely acknowledged issue in the United States, however, the surging costs of textbooks is a topic that has garnered attention only in recent years. According to the U.S. Bureau of Labor Statistics (2023), textbook costs have risen by 148% since 2001, more than doubling the rate of inflation of 65%. In addition to being financially burdensome, high textbook costs have been found to negatively affect students’ academic performance, delay degree completion, and worsen mental health (Appedu et al., 2021; Jenkins et al., 2020). Textbook-related challenges are further exacerbated for low-income and Pell-eligible students, who are disproportionately students of color (Wimberly et al., 2020). As a result, the issue of textbook costs can be presented as a social problem that perpetuates systemic economic and racial disparities, creating obstacles that impede marginalized communities’ access to education.
Social justice within educational settings demands the equitable distribution of learning materials to all students (Jenkins et al., 2020). This includes replacing textbooks with zero-cost course materials, including open educational resources (OER). OER refer to educational, research, and teaching materials that are available in any format and medium and are either in the public domain or subject to copyright but released under an open license. This license enables others to access, adapt, reuse, repurpose, and redistribute these materials at no cost (UNESCO, 2023).
Although an expanding body of research presents convincing empirical evidence of the benefits of OER, we believe that the literature on OER is lacking in-depth, thickly descriptive holistic accounts on how and why OER benefit both students and professors as people. We collaboratively write this persuasive, autoethnographic essay as a professor (Daniel) and a student (Bailey) who have both professional and personal connections to OER. Aware of their positive educational outcomes for low-income students, Daniel has exclusively used zero-cost course materials and OER in his college courses since 2017. In addition to eliminating financial barriers to education for his students, Daniel has also encountered unforeseen pedagogical advantages stemming directly from incorporating OER into his courses. Bailey was first introduced to OER when she took Daniel’s Introduction to Sociology course in 2022. As a low-income, first-generation college student, the financial savings Bailey experienced from courses that used OER significantly affected her quality of life. Applying the sociological perspective of conflict theory, we share our stories in this paper to argue that OER should be more widely adopted in colleges and universities to address power imbalances in higher education that disproportionately disadvantage low-income, working-class students.
When used instead of traditional textbooks, OER offer various advantages to students. The most prominent of these is that OER are a zero-cost alternative. The burden of paying for textbooks and other class materials can have a significant impact on a student's financial well-being, leading to stress, anxiety, and even dropping out of college (Nusbaum et al., 2020). The average college student in the United States spends between $600 and $1,200 on textbooks and supplies per year, but expenses differ depending on various factors (Florida Virtual Campus, 2022; Gallant, 2022; Senack, 2014). High textbook costs can lead to students not purchasing required textbooks, avoiding courses with high material costs, getting poor grades, and withdrawing from courses (Florida Virtual Campus, 2022). The use of OER has the potential to address these issues and make higher education more affordable and accessible for all students. According to a study conducted at the University of Georgia, students have saved over $8.2 million since the inception of their OER initiative in 2013, which has resulted in increased retention and completion rates, particularly for Pell-eligible students (Colvard, Watson, & Park, 2018).
One of the primary benefits of OER is their potential to enhance universal access to educational resources. Contributing to Universal Design for Learning (Reale, et al., 2022), OER make educational materials freely accessible online, eliminating financial barriers to education and granting opportunities for learners who may not have otherwise accessed traditional educational resources. This can have a particularly significant effect on marginalized communities, such as low-income students and those from underrepresented backgrounds. OER also offer learners opportunities to interact with a broader range of viewpoints and ideas, supporting diversity and inclusivity in higher education. Furthermore, OER can be a tool for empowerment and self-determination for marginalized students, providing them with the tools to create their own learning experiences, explore their own interests, and gain the skills and knowledge necessary to succeed both within and outside of their academic journey.
In this regard, OER can foster students’ intrinsic motivations to learn. Guay et al. (2008) found that students who are intrinsically motivated have higher levels of engagement, better academic performance, and a greater sense of purpose in their learning. Providing a pathway for them to find intrinsic motivation through OER will make marginalized students more likely to stay in school, complete their degree, and succeed in their careers (Ladson-Billings, 2006; Warschauer & Matuchniak, 2010). Furthermore, intrinsic motivation can provide a sense of personal fulfillment that can lead to greater levels of social and economic mobility (Cerasoli et al., 2014). Finally, OER are consistently regarded positively by both faculty and students, who assess them as either equivalent to or superior to traditional textbooks (Fischer et al., 2015; Hilton, 2016; Jhangiani et al., 2018). For these reasons, we contend that OER hold the promise to inspire deeper student learning and academic success, disrupt the poverty cycle, and open up avenues for improved social and economic prospects among underprivileged student groups.
Originating from the ideas of Karl Marx (1849/1902), conflict theory serves as a sociological framework for comprehending social inequalities and power imbalances among different groups in society. According to this perspective, addressing most inequalities requires a fairer distribution of scarce resources among all groups, ensuring that people, regardless of their class, race, gender, or other identities, have the necessary means to participate as productive members of society.
From the conflict theory standpoint, OER can act as a tool for social change by redistributing educational resources in a manner that makes educational achievement equally accessible to everyone, not just those with high socio-economic status. By replacing cost-prohibitive educational materials, OER has the potential to promote equity in higher education, thereby creating a more balanced and just learning environment. This redistribution of educational resources provide a way to resist existing power structures within higher education and challenge the privileges enjoyed by those benefiting from the current structuring of education.
This equitable distribution of educational materials leads to increased completion rates of college, which creates opportunities for those who might not otherwise have them. Additionally, a rising number of students in higher education are in or near poverty. The percentage of dependent undergraduate students in or near poverty increased from 12% in 1996 to 20% in 2016, while the percentage of independent undergraduate students in or near poverty increased from 29% to 42% during the same timeframe (Fry & Cilluffo, 2019). The same study found that the amount of nonwhite undergraduate students has increased from 29% in 1996 to 47% in 2016. This demonstrates that higher education is no longer an institution dominated by wealthy white men and there is a need for change within the landscape of educational resources to reflect this shift. To adapt to the changing needs of students in higher education, institutions should make a concerted effort to integrate OER into the classroom setting. The emergence of marginalized groups in higher education has amplified the demand for low-cost or no-cost learning materials, a need that OER can meet. By embracing OER, higher education institutions can actively promote social justice and advance diversity, equity, and inclusion initiatives.
We have opted to utilize autoethnography to detail our own experiences surrounding OER. Autoethnography is a research approach that allows authors to recount their personal experiences as a way of understanding greater cultural experiences (Ellis et al., 2011). Autoethnography allows the authors of a paper to become the subject of their own research, a unique and valuable dimension that distinguishes this method from other qualitative approaches (Belbase et al., 2008). While subjectivity is often critiqued in scholarship, the unfiltered reflexivity provided through autoethnographic research provides thickly descriptive data that can be lost when data is collected and analyzed at the aggregate level. We agree that the authenticity and situated way of knowing inherent in autoethnographic work make this method transformative (Custer, 2014).
By applying autoethnography to sociology, this writing style encourages a comprehensive utilization of C. Wright Mills’ (1959) concept of the sociological imagination, which examines the interplay between individual experiences and societal structures. In essence, the sociological imagination explores how individuals and society mutually influence each other. When they use autoethnographic approaches in their work, authors are prompted to deeply examine how their personal experiences and seemingly individual choices are both influenced and constrained by larger social forces.
Consider instructors who wish to adopt OER for their courses. Their choices are inevitably shaped by cultural and institutional factors. Some universities might mandate all instructors teaching the same course to use the same textbook. Additionally, instructors with heavier teaching loads might prefer digital textbooks with auto-graded assignments to ease their workload. Others might select a textbook authored by a colleague to promote a healthy work environment.
Similarly, the decisions made by students regarding how, where, and when to purchase textbooks are influenced by various external factors. While used and discounted textbook options might be available online, for example, students purchasing books with financial aid may be required to buy them at full price from campus bookstores. In summary, using autoethnography within sociology helps illuminate the intricate interplay between personal experiences and larger social contexts. It allows for a deeper understanding of how both instructors and students are influenced by broader societal structures when it comes to textbook choices in academia.
Applying a sociological imagination within a conflict theory framework, we both individually wrote a detailed reflection regarding our extensive experiences using OER. Daniel’s viewpoint is primarily shaped by the literature surrounding the benefits of OER and his experience as a professor utilizing OER methods, whereas Bailey’s knowledge of OER was primarily shaped by her experiences as a student within classrooms that both use and do not use OER. Both perspectives offer unique and vital viewpoints to the discussion surrounding OER usage within higher education, as instructors considering the implementation of OER should know what the process of utilizing OER entails for them, along with how OER have an impact on the lived experiences of the students they are teaching.
Though autoethnography is a somewhat contentious approach to research, there are many benefits to autoethnographic methods. By completing a detailed reflection of their own experiences, authors of ethnographic research allow for their audience to gain an extremely in-depth and personal understanding of the subject, therefore conveying research in a perspective centered around the human experience, which is not able to be achieved through other methods. Autoethnography also encourages authors to be emotionally invested and influential within research, rather than encouraging them to hide from their personal beliefs (Ellis et al., 2011).
However, due to the limited scope of experiences autoethnographic inquiry allows, we encourage future researchers addressing the topics of OER to complete larger-scale interview projects including a diverse demographic of students throughout multiple institutions. We also encourage researchers to focus on differential perspectives of faculty members on OER across disciplines. Additionally, since research surrounding OER usage is relatively new, longitudinal studies surrounding the implementation of OER and its effects on students and faculty members would provide a unique viewpoint.
Daniel, who was a first-generation college student and worked 20 to 40 hours per week during his college years, recalls the stress he experienced at the start of every new semester when shopping for textbooks. Rarely able to afford new copies of texts from the university bookstore, Daniel would search the internet for used books, older editions, or rental options. Even with options at reduced costs, Daniel would often have to pick up extra shifts bartending and waiting tables to be able to afford this additional college expense at the start of every new term.
When he began teaching his own courses as a graduate student in 2015, Daniel found it problematic to ask his students to pay upwards of $100 for a book that some of them would not even open. He knew firsthand how the hundreds of dollars students spent on textbooks every semester added up and negatively affected their abilities to make it through college. However, as a new instructor of record, Daniel did not know what other choice he had. Textbook publishers’ sales representatives would visit Daniel’s office and present him with supposedly “affordable” options, such as digital “inclusive access” textbook models. Nevertheless, Daniel discovered (and still perceives) “inclusive access”—also known as automatic textbook billing—as a predatory tactic, since students are charged automatically (and often without their realizing it) for the slightly discounted materials unless they actively opt out.
With no alternative in sight, Daniel did what many new instructors do and adopted the same textbook that his former professor used for the course. Daniel assured himself that if his senior colleagues had used the text, it was surely an acceptable choice. While well written and informative, a new copy of the text cost $80. Daniel knew his students could find more affordable used and rental options online; however, the university Daniel was at had a policy that instructors were only allowed to direct students to the university bookstore for their course materials. Working in the precarious position of a graduate student instructor, Daniel did not want to risk his job, even though he knew his students could easily save $50 or more by purchasing the book’s previous edition online, which barely differed from the more expensive newest edition.
It did not take long for students to express their grievances regarding the price of the textbook. Daniel immediately felt guilty. As a graduate student himself, he knew the frustrations and hardship of paying hundreds of dollars a semester on course materials. He was situated in a position of power as an instructor of record with the autonomy to choose a more affordable option, but he had failed to do so. He did not intend to adopt an expensive text for his first course, but with limited time and resources of his own to spend reviewing alternative textbook options, what was he to do? The irony of the situation was not lost upon him—he was a sociologist specializing in the study of inequalities while simultaneously contributing to inequalities in education.
To relieve the financial burden he imposed upon his students, Daniel took various measures to assist students in obtaining the required textbook. He guaranteed that the library had a copy accessible for check out, and he even lent his personal copy to a student who couldn’t afford to purchase one. Daniel observed that individuals from underrepresented communities were the least likely to buy the book, and some students expressed apprehension about their academic performance due to their inability to purchase the text. The educational barriers resulting from high textbook costs concerned Daniel, so he was determined to take action to address this issue.
Over the next few semesters as graduate student instructor, Daniel carved out pockets of time for researching more affordable textbook options, resulting in his discovery of OER. He has exclusively used OER and supplemental zero-cost course materials since 2017. The switch to zero-cost course materials has benefited Daniel’s students in many ways, particularly now that he works at a Hispanic Serving Institution. Many of his students come from low-income backgrounds and would not be able to afford expensive textbooks. Daniel thinks using OER is a tool of redistributive justice in education that levels the playing field and ensures that all of his students have access to the same educational resources, regardless of their financial circumstances.
Daniel has identified several pedagogical advantages of using OER. One significant benefit is that OER are readily available to all his students from the very beginning of the semester, eliminating any instructional time lost while waiting for students to obtain their textbooks. Additionally, he no longer needs to constantly monitor the bookstore’s stock levels or grapple with the ethical implications of scanning copyrighted material for his course website. The hassle of handling emails from students experiencing difficulties or delays in getting the required text is also a thing of the past. By adopting OER, Daniel can redirect all the time he saves toward his students and their learning.
Daniel has also found that OER are often more up-to-date and relevant than traditional textbooks. OER are created by experts in the field who are passionate about sharing their knowledge with others, and they are often updated and improved as new research and ideas emerge. Daniel also finds that OER tend to do a better job than most traditional textbooks in providing representation for underserved communities. When seeing themselves and their experiences represented in their education reminds students that they belong and inspires them to move forward.
The equity and diversity promoted through OER inspired Daniel to further explore ways to foster inclusivity in his classroom. Since students were not purchasing course materials, Daniel felt more freedom to collaborate with his students to discuss how each course would be designed and what content would be covered. In some of his courses, Daniel asks students to help create the syllabus. During the first week of class, Daniel and his students collaboratively discuss the topics they would like to cover, how they would like to utilize their class time, and what kinds of assignments they would like to complete. After these discussions, Daniel finds and assigns OER and other zero-cost materials that address the course topics and learning outcomes that were agreed upon.
Adopting OER proved to be a catalyst for Daniel to embrace this collaborative and student-centered pedagogical approach. Without the constraints of a rigid chapter-by-chapter structure found in traditional textbooks, Daniel felt more empowered to meet his students at their individual learning levels and address their specific academic needs. This cooperative approach led to an increased level of student engagement and investment in the course, as they actively participated in choosing the materials they wanted to study and co-piloted the direction of the class. The positive feedback received from student evaluations further supports the success of this collaborative teaching approach in the courses designed together with the students:
I like the fact that the coursework was almost entirely student dependent. There was little lecturing, but rather, mostly group discussions around what was presented to us. It made for a more active and engaging learning environment, and one where I, as someone with ADHD, could more easily learn compared to just sitting and listening to a lecture for an hour where I will easily get distracted and lose focus.
There is no one who fosters a better learning environment than you! Our class was a safe space to discuss difficult sociological issues despite the many different backgrounds without hostility. That’s not an easy thing to accomplish given the subject matter of our class. It is so refreshing to have a professor that cares as much as you do. You care not only about our education but about us as students. Seeing how people’s worldviews changed was awe inspiring.
In sum, Daniel feels his decision to switch to zero-cost course materials, including OER, has been a game-changer for his students. From Fall 2019 to Spring 2023, Daniel has taught 1,189 students at his current university. Using the estimate that materials for any given course cost students, on average, $100 (Gallant 2022), Daniel’s students have saved roughly $118,900. By eliminating the textbook cost barrier to education and by subsequently promoting further inclusive pedagogical practices, he is helping to ensure that all his students have an equal opportunity to succeed, which in turn combats inequality and promotes a more just and equitable society.
As a queer, first-generation, and low-income student, taking classes with professors who utilize OER has alleviated much of the stress from Bailey’s college experience. During her first two semesters of college, Bailey was working 30 hours a week and taking 19 credits a semester. All the money she earned went either to groceries or into her educational pursuits. Despite being on a Pell Grant, Bailey had to spend around $400 each semester for textbooks or digital learning material for her courses. With her minimum wage job paying only $7.25 an hour, nearly 100 hours of her work each school year went towards obtaining course material that was essential to pass her classes. That was 100 hours of pay that could have gone to groceries, healthcare, or transportation, among other things to enrich her quality of life. Instead, Bailey resorted to a grocery list filled with cheap and processed foods, never thought about going to the doctor when she was sick and used the remainder of her paychecks to get transportation to and from her place of employment.
However, the past year of her educational journey has been vastly different. Since enrolling in her sociology classes, most of Bailey’s professors have primarily utilized OER with the occasional use of low-cost textbooks. Bailey has seen a significant increase in her quality of life and in her motivation and passion to learn. This academic year, Bailey has saved roughly $800 on learning materials. These savings have allowed her to purchase fresh food rather than frozen items and access her needed healthcare and medicine. Additionally, Bailey was able to get a job that was less demanding so that she could invest her time into research, an essential aspect of getting into graduate schools.
Furthermore, Bailey has found that, when professors utilize OER, the material is more likely to be relevant to the coursework, resulting in greater student engagement with the material. Rather than professors giving generic textbook readings that somewhat correlate to the class material, when instructors utilize OER, they can choose from a wide variety of material that connects to and enriches the material being covered in class. Bailey has noticed a dramatic change in class participation within courses that utilize OER versus those who are centered around traditional textbook readings. She and her peers connect on a deeper level to the diverse range of biographies being told through OER rather than simply reviewing generic material that comes from often-dated textbook readings. She recalls many times when her peers would state that it was the first time they felt seen within courses or that they were able to understand fully what was being taught.
Additionally, like many other college students, Bailey came from an extremely small town, filled with conservative and limited views that severely limited her scope of the world. Within her Introduction to Sociology course—the first time she was introduced to OER in college—she was able to see a diverse range of stories being represented that allowed her to critically examine different narratives than the few she was exposed to in her small town. Through the implementation of OER within her Sociology of Sexuality course, she learned about the rich history of the LGBTQ+ community. As a result, she was able to feel more connected to and at peace with her place in the community.
However, Bailey recognizes that her positive experience with OER is also affected by her privilege as a white person with easy access to technology. Being a student at a Hispanic Serving Institution (HSI) made up of 57.37% students of color (Levitz, 2018), Bailey has been in classes with many individuals who did not have access to the internet or personal computers. This created complications with their usage of OER, and some of Bailey’s peers voiced anxiety regarding their performance in the courses. However, instructors discussed these issues with students and started to bring several physical copies of the OER to every class for students to take home if needed.
Overall, Bailey finds herself more empowered and excited to learn in classes that utilize OER. OER alleviate the stress of affording textbooks, are more tailored to classes, are more user-friendly for people with learning disabilities, and create opportunities for representation for marginalized students. Bailey strongly encourages educators to consider switching to OER rather than continuing to use traditional textbooks, as OER are powerful tools for students with marginalized identities. Through OER, Bailey has found herself consistently succeeding in a college setting without the additional burden of financial stress. While she recognizes there are challenges for OER usage for some students, Bailey believes that professors will be able to collaborate with students to find solutions to problems that may arise, whereas issues with affording traditional textbooks cannot be solved as easily.
OER can be a significant tool in reducing inequities in higher education, yet several barriers may deter instructors and students from adopting, adapting, and accessing OER. One of the biggest limitations relating to justice in higher education is lack of access to technology for underserved populations. It is important to acknowledge that, though they are not forced to be online, OER usage is primarily done through digital mediums. As a result, OER still largely require the use of the internet and technology for their access, an often taken-for-granted privilege within the digital age. It might be difficult for some low-income and marginalized populations to obtain access to OER. As a result, advocacy for greater access to technology and the internet is a crucial step to consider when discussing the implementation of OER. It is also noteworthy that some students may prefer traditional hardcopy textbooks to digital OER. In fact, a recent survey found that over 80% of students wanted to have the option to purchase print versions of their textbooks at a reduced cost (Florida Virtual Campus, 2022).
OER have emerged as a promising solution to reduce the financial burden on students and promote equity in education (Bartholomay, 2022). However, it is important to recognize that the adoption, adaptation, and creation of OER can be a time-consuming and labor-intensive process for faculty (Epley Sanders et al., 2022). Faculty members who opt to use OER may require additional training on pedagogical techniques and technology, as well as specialized instruction on the various types of copyrights and licensing restrictions that determine how OER can be used and adapted (Jhangiani et al., 2016; Lantrip & Ray 2021). OER can have specific requirements, such as attribution or the ability to modify and adapt the content. Understanding the intricacies of OER licensing typically involves instruction from librarians or open education experts. Unfortunately, the responsibility of seeking out these training and informational resources often falls on individual faculty members since institutional support for OER is not universally available (Belikov & Bodily, 2016).
Few universities have established clear guidelines for how OER adoption and creation can contribute to faculty promotion and tenure (but see the model proposed by the Driving OER Sustainability for Student Success [DOERS3] collaborative). Failing to provide clear procedures on how the adoption, adaptation, and creation of OER will contribute to faculty promotion and tenure can discourage faculty from pursuing this work. Further, faculty who persist in utilizing and creating OER at institutions with unclear promotion and tenure policies may not receive adequate credit for their labor. While instructors who choose to use OER may be helping their students save money and promoting equity for marginalized students, they may also be sacrificing valuable time and effort that could be dedicated to other activities, such as research and scholarship, which are more explicitly linked to promotion and tenure. Therefore, it is essential that universities recognize the time and labor costs associated with OER adoption and creation and provide adequate support and incentives for faculty who choose to engage in these activities.
For example, the library at Daniel’s university has a strong commitment to supporting professional development for faculty who are interested in using OER. The library secured funding and created a stipend program to compensate faculty for engaging with OER. The program accepted applications from faculty with varied levels of experience with OER, from beginners to experts. Faculty admitted into the program had a variety of projects they could choose from to engage with OER, from reviewing an OER in the instructor’s field, to adopting an OER for their course, to adapting a preexisting OER, to creating their own OER. The stipends faculty received varied in size to reflect the amount of time and effort each project required. At the end of the academic year, the program participants were invited to an OER showcase wherein several participants shared the OER projects they completed throughout the year. Providing paid professional development opportunities such as these underscores the value of OER in the culture of higher education. We encourage OER advocates at colleges and universities to pursue internal and external funding opportunities to develop similar programming.
Justice-based solutions are imperative to enrich the experience of students and, overall, contribute to the evolution of higher education. Institutions of higher education should make every effort to expand their usage of OER to alleviate financial stress from their students, create a more robust learning environment, and level the playing field of higher education. The potential for OER to aid and encourage marginalized student communities to pursue paths of higher education without added financial stress is extremely powerful within our society, as education is a direct pathway to an improved socioeconomic status. Additionally, we encourage future researchers to expand the limited discourse surrounding OER as tools for educational justice.
Empirical data is critical in highlighting the challenges that students face and the benefits that OER can provide, but it is important not to lose sight of the human impact of these issues. Conflict theory posits that resources must be distributed more equitably to combat inequality. In the case of higher education, adopting and promoting the use of OER can be seen as an act of social justice, promoting education as a right for all, rather than a privilege for those who can afford it. While they may need to sacrifice their own time and energy to adapt, adopt, or create OER for their courses, professors should keep in mind the impact OER can have on their students. By sharing our personal stories as a professor and a college student who have experienced the transformative effects of OER, we hope to inspire other educators to follow suit. By doing so, they can reduce the financial burden on students and contribute to a more equitable and inclusive learning environment for everyone.
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Daniel J. Bartholomay is an Assistant Professor of Sociology and Co-Coordinator of Women’s, Gender, and Sexuality Studies at Texas A&M University-Corpus Christi. He received his Ph.D. in Sociology from the University of Wisconsin-Milwaukee. In addition to researching social inequalities and health disparities within the LGBT+ community, Bartholomay also studies pedagogical methods that promote equity and justice in higher education.
Bailey Otter is an undergraduate Sociology student at Texas A&M University – Corpus Christi. She is a McNair Scholar and member of the 2023 cohort of the American Sociology Association’s Honors Program. Bailey's research draws upon the sociologies of gender, health, family, and embodiment to understand how nonbinary individuals navigate and experience a binarily gendered society.
Pedagogy Opened: Innovative Theory and Practice is licensed under a Creative Commons Attribution 4.0 International license.