This Cartoon Shows How Colleges Discriminate Against Disabled People

 

Description

A cartoon is split into two sections, one above the other. The top section is titled in large font: “So Long As Being Who You Are Does Not Call Existing Structures to Question.”

A vertical line divides the section. To the left of the line is the hand-drawn picture of a young woman with brown skin and long black hair. She sits smiling in a wheelchair, wearing noise-isolating headphones. To the right of the line is a door. A sign on the door reads “Institutional Administration” in capital letters.

Speech bubbles around the young woman contain her words to the institutional administration. They read:

“Thank you for allowing me an education at your prestigious institution.”

“Yes, you may photograph me for the school’s Facebook page.”

“I will mention to the reporter all the ways I have felt welcome here.”

“I accept your invitation to the president’s reception as a face of diversity.”

“I am happy to be a part of this community.”

Speech bubbles around the door contain the institutional administration’s words to and about the young woman. They read:

“We welcome students of all abilities, sexual orientations, genders, races, ethnicities, economic backgrounds, cultures…”

“We value the perspectives of our students who are our faces of diversity.”

“We are dedicated to your success at this institution.”

“We believe strongly in inclusion and in our anti-discrimination policy.”

The section below is titled: “The Moment Being Who You Are Does Not Call Existing Structures To Question.”

A vertical line divides the section. To the left of the line is the hand-drawn picture of the same young woman with brown skin and long black hair. She sits in her wheelchair, wearing noise-isolating headphones. Her expression is somber. Above her are the words “Still the same person…” To the right of the dividing line is the same door with the sign that reads “Institutional Administration” in capital letters.

Speech bubbles around the young woman contain her words to the institutional administration. They read:

“I ask that we rethink the norms emphasized in the curriculum and means of assessment in light of what inclusion really means.”

“I am undocumented.”

“I love this community and am giving back by using my voice for its sake.”

“This institution was built on stolen land.”

“Let us consider the role ableism has played against the retention of faculty, staff and students.”

“I am struggling to pay for school. My disabilities do not allow me to work as many hours as I need and turn in all my assignments on time.”

Next to, and partially merged with, the previous speech bubble is a thought cloud. It says, “Fear, worry and sadness also slow me down.”

Speech bubbles around the door contain the administration’s words to and about the young woman.

They read:

“It appears you do not understand western academic cultural expectations.”

“You can always take a leave of absence.”

“You need to learn to be less arrogant and rigid in your thinking, and consider multiple perspectives.”

“It is not discrimination if the federal government does not consider it so.”

“Ultimately we have to protect our federal funding.”

“I recommend we terminate her enrollment.”