The proliferation of educational technology currently marketed by textbook publishers reflects the neoliberal influence in higher education that emphasizes automated, standardized delivery and skills-based curriculum. Inclusive access programs are publisher developed digital packages that include access to digital course materials at a lower cost to the student, claiming to provide equitable access despite evidence that a digital divide still exists. This embedded single-case study is a critical analysis of the decision-making power of faculty and administrators as it relates to the adoption of inclusive access programs at a community college. The purpose is to explore if the adoption of inclusive access contributes to inequality in the form of digital structural violence. Hegemony is used as the theoretical framework. Data collection methods include student and faculty focus groups, faculty and administrator interviews, and faculty and student surveys. Findings indicate that while faculty members do hold some hegemonic power, the greater hegemonic force belongs to publishers and bookstores. Student data shows an appreciation for the lower cost and immediate access, but they prefer printed textbooks for academic reading. The data also suggests the possibility that inclusive access contributes to digital structural violence, but further research is needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]