Access to education for prospective physics majors is more than permission to walk though the doors or sit in a classroom. Providing true access means creating a learning environment that anticipates the challenges to learning that students from different backgrounds and identities, particularly those from groups underrepresented in physics, bring to the classroom. In this talk Professor James will present findings from neuroscience, cognitive psychology, social psychology, and physics education research that suggest a new paradigm for introductory physics courses and advising of prospective physics majors focused on increasing the persistence of novices from all backgrounds and identities interested in the discipline.