In June 2024, the American Academy of Religion’s Graduate Student Committee conducted a survey of student members to collect information about their experiences and struggles. The results, presented in a webinAAR on July 31, highlight significant concerns about the current state of graduate education. This open letter series is an extension of that presentation and aims to share the survey data with faculty members and administrators, offer insights into the challenges faced by graduate students, and provide practical steps for offering support. Graduate students are both the labor of our present and the future of our field – faculty must take the time to understand their struggles and support them in the ways they ask. This series, and the conversations we hope it starts, is an attempt to open a dialogue about how faculty can and should play a crucial role in the success of graduate students and to bring awareness to the unique challenges faced by so many current graduate students.
“We are not monolithic, and different students have different needs.”
Graduate students represent a mosaic of backgrounds, perspectives, and experiences. They come into academia as individuals shaped by unique intellectual, cultural, and personal histories. This diversity enriches academic discourse and drives innovation, but it also requires faculty to be more attuned to the varied experiences and needs of their students. Recognizing and supporting this diversity is key to fostering an inclusive and empowering academic environment.
Diversity in graduate programs extends beyond visible identities. Students are balancing numerous responsibilities, from caregiving to navigating complex immigration issues as international students. Speaking to what faculty need to know about graduate students, one respondent shared, “They need to pay attention to the ways in which one’s immigration status can affect their academic and career success.” Another student highlighted the challenges faced by international students, saying, “The burden of managing visa issues, cultural adjustment, and academic demands all at once can be overwhelming. A little understanding from faculty goes a long way.” Students want a supportive academic environment that acknowledges these realities.
“Diversity is something that comes in many forms, not just ethnic, religious, sexual, etc., but also intellectual.”
An often-overlooked aspect of diversity in graduate education is the presence of learning disabilities among students. These disabilities are part of the broader spectrum of diversity that enriches the academic community, yet they pose unique challenges that require careful attention and accommodation. Graduate students with learning disabilities often face significant barriers in navigating the rigorous demands of their programs, making it essential for faculty to be proactive and empathetic in providing the necessary support. As one student observed, “Diversity is something that comes in many forms, not just ethnic, religious, sexual, etc., but also intellectual.” Recognizing learning disabilities as a legitimate and important aspect of diversity is crucial for fostering an inclusive academic environment.
Faculty have a responsibility to ensure that all students, including those with learning disabilities or varied language proficiencies, have equal access to the opportunities and resources they need to succeed. Especially with university-wide diversity programs being dismantled, faculty members can play a pivotal role in creating this inclusive environment by taking several proactive steps. First, they should strive to understand the diverse backgrounds and challenges that students bring into the academic space. This involves getting to know students personally and being attuned to their individual needs. In addition, faculty can advocate for policies that support diversity and inclusion on a broader scale. This can include pushing for resources that assist underrepresented students, such as childcare services or mental health support tailored to the needs of students from marginalized backgrounds. Faculty can also ensure that their curriculum is inclusive by incorporating diverse voices and perspectives into their coursework, making sure that all students see themselves reflected in the material they study.Faculty can also offer accommodations such as extended deadlines, alternative assessment methods, or additional time for exams. Importantly, students want to feel that these accommodations are not favors but an integral part of creating an equitable community. Faculty can help dismantle barriers that prevent students from reaching their full potential by being open to making adjustments and showing a willingness to listen to students’ particular needs. Ultimately, this approach not only supports individual students but also contributes to a more diverse, inclusive, and innovative academic community.
The message from graduate students is clear: they want to be seen, heard, and valued for who they are, in all their complexity. As one student wrote, “We are not monolithic, and different students have different needs.” By embracing diversity in all its forms—intellectual, cultural, and personal—faculty can help create an academic environment that not only supports the success of their students but also fosters a culture of innovation, empathy, and inclusivity. In doing so, they ensure that all students have the opportunity to thrive, both within and beyond the academy.
Resources for Faculty
Aisha Baiocchi. “Diversity Training Is Out. Dialogue Workshops Are In.” The Chronicle of Higher Education. August 7, 2025.
Anthony Abraham Jack. “Elite Colleges Are More Diverse Than Ever. They’re Still Unequal.” The Chronicle of Higher Education. August 23, 2024.
Lindsay Vreeland. “Mind the gap: Tips and tools for supporting neurodiverse learners.” NIU Center for Innovative Teaching and Learning. February 25, 2025.
Robert W. Fernandez. “Retaining Students of Color in Grad School.” Inside Higher Ed. January 5, 2024.
News Source
