What We’ve Learned

We can’t build belonging for computing students without including a disability lens in our efforts.

“When you look at someone, you don’t know what they’re going through,” says Vrtreena Jenkins, a cybersecurity undergraduate at Western Governors University (WGU). “When you look at me, you see someone smiling. The truth is, I’m in a lot of pain almost 100% of the time.”

Vrtreena isn’t just working towards a degree, she’s also creating safe spaces in tech that she didn’t have as a younger student. As the President of the Women in Tech club at WGU, she advocates for a deeper integration of disability into diversity initiatives. She also highlights the power of assistive technology, creative faculty support, and peer networks that recognize diverse learning styles and experiences.

Vrtreena is part of the 20% of undergraduate students in the United States who live with a disability, and her desire to create new inclusive spaces is entirely justified — such spaces are largely lacking.

In 2022, a peer-reviewed study evaluated 50 top-funded undergraduate programs on accessibility, accommodations, and reputation for inclusion, grading them on an A-F scale. Alarmingly, only 6% received an A, while 60% received a D, uncovering a significant gap in support for students with disabilities. Let’s put those numbers into perspective. While 20% of undergraduates may have accessibility or accommodation needs, only 6% of programs are actually doing a good job of meeting them where they are. Closing this gap is long overdue.

At Reboot, we talk all the time about inclusion, access, and belonging in computing. In the last seven years, we’ve partnered with incredible education institutions like WGU to help create pathways to opportunity for Black, Latina, and Native American (BLNA) women and girls in tech. But we need to be honest about something — we’ve been overlooking an aspect of identity that connects the world’s largest minority group: disability status. We’re way behind, and it’s time to change that.

Our conversations about accessibility have been centered on whether BLNA women and girls have opportunities to pursue a computing degree. But we’re learning that access to opportunities is only part of the solution. What does it mean for a BLNA woman with a disability to gain admission to a program, only to discover a lack of sufficient learning support for students with disabilities?

Creating inclusive environments for all students is essential for breaking down barriers, ensuring equal participation, and enhancing the learning experience for everyone. By prioritizing the needs of disabled computing students, we can take significant steps toward transforming the tech industry into a more equitable and accessible field.

Disability & BLNA Women — Intersectionality & Common Threads

“As a young child, my brother told me I already had three strikes against me. He wasn’t trying to disparage me; he was making an observation. Disabled Black Women can often be seen as worthless or as if there’s something wrong with them. I don’t have to internalize how others feel about me. I can’t control their thoughts, I can only share my perspective and hope it changes their minds.”
— Vrtreena Jenkins

Two things are simultaneously true: disability merits its own dedicated advocacy and disability must be part of our intersectional advocacy. For Reboot, this is really important. Disability intersects with identities like race, ethnicity, and gender identity, profoundly shaping an individual’s experience.

As we learned more about disability and computing, we saw some familiar themes, underscoring the idea that our advocacy is compatible and intersecting. Here are four ways we deepened our understanding of diversity and inclusion through a disability lens:

1. Similar to race and gender, disability is not a monolith.

We know that the racial and gender identities of BLNA women encompass vastly different experiences, cultures, languages, and histories. Similarly, the disability community represents a vast range of experiences and points of view. Perceiving disability as a monolith is harmful, particularly when there’s a societal stigma about who is “disabled enough.” Discussions about inclusion often focus on visible differences; it’s crucial to acknowledge and support invisible identities, too.

2. Data collection (and disaggregation) is critical and under collected.

We know that diversity statistics often group people broadly, such as categorizing all non-white and non-Asian individuals as “minorities,” which limits understanding of the unique experiences of BLNA women in computing. Similarly, disability data is inconsistent from K-12 to higher education to the workplace. Brianna Blaser and Richard E. Ladner’s essay “Why is Disability Data so Hard to Collect and Understand?” highlights barriers such as the lack of standardized language, stigma, the fluid nature of disability, and gaps in data collection. These factors result in a murky data landscape that doesn’t paint the full picture.

3. Language matters.

This one is obvious. Similar to advocacy for BLNA women in computing, language plays a huge role in shaping perceptions and attitudes towards disability. We also wish there were a checklist of the “right” thing to say — and we’ve learned that we should throw that checklist idea out the window. Language and words are always always nuanced. Here are a few considerations we should keep in mind:

• Person-First (“people with disabilities”) vs. Identity-First (“disabled people”) Language: Preferences between these differ by person. Some prefer person-first language because it makes the person the primary focus. Some prefer identity-first language because it positions personal traits as integral to their identity. Some may have no preference.
• Impairment and Deficit-Framed Language: Disabilities are often described using terms like “confined to a wheelchair” or “cognitively impaired.” This language can be harmful because it emphasizes a person’s limitations and challenges rather than their strengths, abilities, and potential. Instead, we can adopt a more empowering and person-centered approach, and use language that honors individual preferences , such as “they use a wheelchair for mobility” or “they have diverse cognitive strengths.”
• Invisible Disabilities: Hidden or unseen disabilities, often misunderstood, encompass chronic conditions like hearing loss, mental illness, and diseases such as Parkinson’s and diabetes, contrasting with the common perception of disability associated with visible aids like wheelchairs and canes.

We continue to explore and educate ourselves, with numerous resources available to assist us. For a comprehensive guide on disability-inclusive language, the NCDJ Style Guide is an excellent resource.

4. If you don’t know, ask respectfully.

Assumptions cause real, long-term harm and impact matters more than intent. This principle, which guides our work in promoting racial and gender equity, is just as crucial when it comes to accessibility. For example, assuming that a person with a visual impairment can’t use technology without first inquiring about their preferred tools limits their opportunities. By directly asking about their needs, we can provide the right assistive technology, such as screen readers or braille displays. Additionally, to avoid unintentionally isolating or othering individuals, we should combine personalized outreach with proactive strategies. This approach helps create environments where inclusion doesn’t rely on people having to disclose their needs to receive accommodations.

Everyone Has a Role to Play

“People say ‘what do you need?’ It’s always been very hard to answer that. I’ve never been in spaces where it was proactively considered. A lot of people may not know things exist like asking for extra time on tests. I’ve had to learn that just because you’re used to doing things one way doesn’t mean you can’t learn a new one.”
— Vrtreena Jenkins

Each of us has a role to play in promoting accessibility and creating environments where every student can thrive. Here are some things we’ve learned are genuinely helpful:

• Better Data: Support or initiate the development of comprehensive databases that track disability statistics, educational outcomes, and access to services. Accurate and comprehensive data is crucial for understanding the needs of students with disabilities and for measuring the effectiveness of inclusion initiatives.
• Better Funding: Allocate funding to programs and resources that promote inclusive education for students with disabilities. This includes grants for schools to purchase assistive technologies, scholarships for students, and funding for research on inclusive practices. Philanthropy can play a significant role by providing essential financial support to advance disability inclusion.
• Better Policies: Design and implement policies that promote inclusion in educational institutions and organizations. This involves adopting frameworks like Universal Design for Learning (UDL) to make curricula and educational materials accessible. Additionally, provide professional development and training for faculty and staff to support students with disabilities effectively.
• More Awareness: Raise awareness about disability issues and advocate for policy changes that promote inclusivity in education. This can be achieved through community partnerships, awareness campaigns, and support of local programs that foster inclusion of students with disabilities. Building awareness helps create a culture of inclusivity and understanding that benefits everyone.

Strengthening Our Commitment — Where We Go From Here

“I truly wish organizations would understand that not all disabilities are the same and that there isn’t a one-size-fits-all solution. I want safe spaces where we can be seen, validated, and heard — where we can come together and talk about things. As long as our voices are heard and spaces for us are made.”
— Vrtreena Jenkins

If we’re serious about inclusion (and we are), we’re way behind in making disability an active part of our advocacy. While there’s a lot of ground to cover, we know where to start: collecting data on disability identity, nurturing inclusive spaces, listening deeply to incredible students and leaders like Vrtreena, and collaborating with partners who can create tailored solutions to center disability in diversity initiatives. Including disability in diversity efforts to support BLNA women and girls at every stage of their tech journey is not optional — it’s foundational.

We’re starting with learning and unlearning, and we hope you will too. Stay tuned for Part 2, where we’ll take a closer look at designing for accessibility. Follow us on LinkedIn, Medium, and Twitter.

Thank you to Vrtreena Jenkins for taking the time to share her educational journey in tech with us as a person living with a disability.