Assistant Professor Paris D. Wicker examines a new dimension of the digital divide—students’ refusal to engage with generative AI—and what it means for equity in higher education. Drawing on her teaching and research, she explores how fear, cost and limited AI literacy shape student decisions, and calls for a more critical, informed approach to AI engagement. Wicker argues that without equitable access and understanding, disparities in who can effectively use and evaluate AI will only deepen.

Read more of Wicker’s perspective