The importance of creating diverse and equitable environments in higher education has gained growing recognition in recent years (Allen, 2005). While individual-level bias training has shown limited efficacy, this study proposes that program structure—characterized by clear, transparent, and uniformly applied standards, expectations, and norms—may be a more effective route to equity. Leveraging data from a large U.S. public university, we present evidence from multi-level modeling that demonstrates the positive relationship between program structure and equity-related outcomes, including psychological well-being and academic performance. Notably, these effects appear to disproportionately benefit women and underrepresented minority students, suggesting that structure may be particularly impactful for marginalized students, who are often excluded from informal informational networks within their departments. This research contributes to the ongoing dialogue on practical strategies for achieving equity in higher education, offering an alternative to individual-focused interventions. We discuss the theoretical implications for research on marginalized groups and provide actionable recommendations for practitioners. The study highlights the potential of structural approaches in fostering more equitable and inclusive learning environments in higher education.
