Angelie Vincent, an artificial intelligence integration engineer for The Boeing Company, sought to understand why she often struggled with interpersonal communication and felt uneasy at networking and social events. As her career progressed, Vincent found communication and interpersonal relationships increasingly important yet struggled in ways others did not. Deciding to get diagnosed brought relief when, at age 48, she learned she was autistic. This diagnosis explained a manager’s performance review, which had praised her technical abilities but criticized her communication.
“When I got the diagnosis, I felt very free and less burdened by it because I knew for sure it was autism. I could then start exploring what it meant.”
A counselor advised Jocelyn Mata, who was diagnosed with dyslexia in the third grade, to switch to an easier major if she wanted to be successful. Undaunted, Mata is completing her studies in geophysics, computer science, and electrical engineering at California State University, Northridge.
Though not explicitly dissuaded from pursuing a career in science, technology, engineering, or mathematics, or STEM, Jenevieve Surkin, diagnosed at age 15 with attention deficit/hyperactivity disorder, encountered skepticism when she chose to study biomedical engineering, chemistry, and Chinese. Surkin currently serves as a postbaccalaureate research fellow in the Rehabilitation Biomechanics Laboratory and Neuromuscular Laboratory at the University of Michigan.
For each of these women, an apparent or nonapparent disability could have derailed their efforts, dampened their motivation, and squashed their aspirations of a career in STEM. However, math and science aptitude, persistence, resourcefulness, dedicated family support, and self-advocacy enabled them not only to succeed but also to thrive in their chosen endeavors.
“I often felt I had to hide any differences and not bring any attention to myself. Now, I didn’t have to hide anymore. I very much kind of outed myself at work.”
— Angelie Vincent
According to the National Center for Science and Engineering Statistics report, “Diversity and STEM: Women, Minorities, and Persons with Disabilities, 2023,” data from the U.S. Census Bureau’s Current Population Survey, or CPS, indicate that about a quarter of the U.S. workforce was employed in STEM occupations in 2021. Of the estimated 146.4 million workers aged 18 to 74, 34.9 million, or 24%, were employed in STEM occupations, up from 29 million in 2011. Although the overall number of STEM workers increased, the percentage of women in STEM remained flat. Workers with one or more disabilities represented 3% of the total workforce. Among workers with at least one disability, 21% worked in STEM occupations, which is a bit less than the 24% of nondisabled workers in STEM fields.
The CPS categorizes six types of disabilities that pose difficulties: hearing, vision, cognitive, ambulatory, self-care, and independent living. A person having any one of these six types is considered to have a disability.
Even as the number of technically skilled workers in science and engineering has increased, underrepresentation in STEM fields remains for women, people from ethnically and racially minoritized populations, and people with disabilities.
To hear more about what it’s like to navigate STEM while living with an apparent or non-apparent disability, listen to Jenevieve Surkin, lead of SWE’s DisAbility Inclusion Affinity Group, interview Haylee Mota, a recent engineering graduate who is blind, and Angelie Vincent, a mid-career aerospace engineer living with autism, diabetes, and celiac disease, about their personal and inspiring experiences.
The ADA opens possibilities
The Americans with Disabilities Act, signed into law on July 26, 1990, made it possible for people with disabilities, regardless of their apparent or nonapparent disability, to access schools, workplaces, and public areas more easily. The law defines a disability as a physical or mental impairment that substantially limits one or more major life activities. It does not specifically name all disabilities that are covered. Congress amended the law in 2008 with the ADA Amendments Act to remove ambiguity and broaden the definition of a disability following several U.S. Supreme Court decisions that had narrowed the initial provisions.
Yvette E. Pearson holds a B.S. in civil engineering, an M.S. in chemistry, and a Ph.D. in engineering and applied science. She is a registered professional engineer and a fellow of the American Society of Civil Engineers and the American Society for Engineering Education. She is currently associate dean for academic affairs and strategic initiatives in the School of Natural Sciences and Mathematics, as well as associate dean for effectiveness and accountability in the Erik Jonsson School of Engineering and Computer Science at The University of Texas at Dallas.
Dr. Pearson was born with cerebral palsy, diagnosed as a toddler. She says her diagnosis is spastic hemiplegic, which impacts the right side of her body. Her right leg is shorter and weaker than her left. Her right hand remains in a fist. In her 30s, doctors diagnosed her with congenital hip dysplasia, requiring multiple hip replacement surgeries. She began using a wheelchair in 2013. She temporarily lost sight in her left eye two years ago, but successful treatment restored her vision, though light sensitivity and some vision field loss remain.
“The more openly we discuss disability in STEM, the more opportunities we can create for people who are disabled to feel comfortable and welcomed in STEM, and the easier it will be for the next generation to find their own paths in STEM.”
— Jenevieve Surkin
“Honestly, I encountered more barriers in my early career because of being a Black American woman,” Dr. Pearson says. “I don’t believe my disability impacted my pursuit of STEM degrees or my career; however, being disabled and growing up with disabled and/or neurodivergent people has impacted how I navigate my career.”
Her disabilities prepared her for work in academia and as a consultant dedicated to changing ableist STEM education and workforce systems. “I’ve found myself working with and supervising people with different types of visible and invisible disabilities. I now teach other STEM faculty members and leaders how to not only create environments that support team members’ differences, but also recognize and leverage their differences as strengths to help achieve the team’s goals.”
To disclose or not to disclose
One of the key decisions for a person with a disability is whether to disclose their disability status and when.
Jordan Modisette, a test engineer with Orthofix Medical Inc., in San Diego, sustained a sports injury almost three years ago while pursuing a master’s degree at the University of California, San Diego. The injury left her with chronic back pain. “With a nonapparent disability, I am generally able to disclose my disability status when I choose and when I deem it a safe and supportive environment to do so.”
Vincent immediately informed her supervisor about her autism diagnosis. “I often felt I had to hide any differences and not bring any attention to myself. Now, I didn’t have to hide anymore. I very much kind of outed myself at work.” She cautions that not disclosing a disability may lead to bias and misperceptions, especially if it is a nonapparent disability, and concerns about a person’s job performance, teamwork, or attendance arise.
“Develop a professional network of allies and mentors who understand cultural and accessibility challenges in the STEM space, while being proactive about requesting accommodations that enable you to perform your best.”
— Jocelyn Mata
“Some people may choose to wait until they receive an offer [for a job] before they disclose a disability or ask about available accommodations,” Dr. Pearson says. “Others may opt to not disclose a disability at all, especially if they do not need an accommodation for it.
“If you require an accommodation for the interview, you will need to disclose this early,” she adds. “This way, you get a glimpse into the company’s accessibility culture from their communications when scheduling. If they routinely provide guidance on how to request accommodations needed for an interview — without you having to ask — it’s a signal that accessibility is a priority.”
Accommodations and adjustments
Due to ADA requirements, many companies already offer accommodations such as flexible work schedules, hybrid work arrangements, reserved parking, adjustable desks, tactile markers, virtual meetings and workshops, and adaptive technologies that benefit all employees, not just those with a disability.
“While some accommodations existed on paper, I’ve found that many systems still rely on individuals self-advocating to make those policies meaningful in practice,” Surkin says. “My neurodivergent experience, while similar to others, is inherently unique, and the functional limitations I experience are not cookie-cutter limitations. This requires proactive communication.”
As Dr. Pearson’s mobility challenges grew, university officials approved her request to have her classes in the same building as her office. She received a document camera and a stool to ease standing at the board. Access to platforms such as Zoom and Teams for in-person and virtual meetings are also beneficial, she says.
When exploring employment opportunities, what else should a person with a disability look for? Among the questions to consider are whether the company:
- actively fosters diversity, accessibility, and inclusivity in the workplace,
- recruits and hires from diverse communities,
- has clear accommodation policies,
- has active employee resource or affinity groups for people with disabilities,
- demonstrates a genuine commitment to accessibility in their products and workplace culture, and
- has access ramps and other accessible features in its buildings.
“It took me quite some time to find — and use — my voice. There are things I encounter and see as problems that others without my limitations may not see or experience.”
— Yvette E. Pearson, Ph.D., P.E.
A company’s website tells a lot about its culture as well, Dr. Pearson says. “What do the images and language choices communicate to you? Of course, not all disabilities are evident, but are there images that convey equitable engagement of people with visible disabilities or from other marginalized groups?”
Look for signs that inclusion is more than a buzzword, Surkin adds. Review the company’s statements and talk to current employees or students about the culture. “However, don’t let a lack of accommodating services deter you if that is the program or job you really want. While it may be a less straightforward process, you can still get the resources you need by advocating for yourself,” Surkin says.
Advocate, advocate, advocate
Self-advocacy is necessary for success and takes time to develop. For example, Modisette describes the wariness she felt about asking for an office chair that wouldn’t aggravate her back. As a new employee, she was still learning to manage her chronic pain. “When I finally mustered the courage to ask for a different office chair, I was pleasantly surprised to learn that our company has an ergonomics evaluation and training specialist.” Modisette received a better chair and assistance setting up her desk to improve ergonomics and maintain a healthy posture, which helps manage her symptoms.
Her experience exposes a broader concern: “Like many people with disabilities, asking for accommodations can be challenging, especially when the request may not be something easily understood by others. With time, you learn how to best advocate for your needs and recognize where to seek support,” she says.
Dr. Pearson recalls a colleague telling her she could say things that would be received from her in ways that would not necessarily be received from others. “It took me quite some time to find — and use — my voice. There are things I encounter and see as problems that others without my limitations may not see or experience. I’ve learned to use and value the expertise that comes from both technical knowledge and lived experiences for problem definition and problem-solving.”
Mata suggests focusing on building strong technical expertise and clearly communicating your value through documented achievements and innovative problem-solving approaches. “Develop a professional network of allies and mentors who understand cultural and accessibility challenges in the STEM space, while being proactive about requesting accommodations that enable you to perform your best,” she says.
“When I finally mustered the courage to ask for a different office chair, I was pleasantly surprised to learn that our company has an ergonomics evaluation and training specialist.”
— Jordan Modisette
Identifying and joining supportive communities and professional organizations are particularly beneficial. After learning that the Society of Women Engineers sponsors affinity groups for its members, Vincent advocated for SWE to consider a group for disabled engineers. She co-founded the SWE DisAbility Inclusion affinity group in 2023 to promote accessibility, support engineers with apparent and nonapparent disabilities, and foster inclusion across the STEM fields.
Learning to advocate for yourself puts you in a position to advocate for others, Surkin says. Serving as the FY26 chair of the DisAbility Inclusion affinity group is a continuation of her involvement in SWE, which began in high school with the SWENext program. She wants to bond with other engineers who share similar lived experiences and work together to remove barriers in STEM fields. “The more openly we discuss disability in STEM, the more opportunities we can create for people who are disabled to feel comfortable and welcomed in STEM, and the easier it will be for the next generation to find their own paths in STEM.”
Many professional STEM organizations offer a range of resources, activities, and services to support individuals with apparent and nonapparent disabilities, helping them thrive in their careers. However, Dr. Pearson notes that the engineering community can do more to ensure people from all backgrounds and abilities are included. One way is by designing inclusive policies, programs, instructional materials, and strategies that involve a broad cross section of people and ensure that their experiences, needs, and perspectives are incorporated throughout the process. She also advises leaders to stop viewing accommodations as a lowering of standards.
“Creating environments where everyone can succeed is not a guarantee that they will,” Dr. Pearson says. “Some folks erroneously believe equity reduces quality, guarantees success, or produces inequity, and it doesn’t; it creates a fair chance. For example, if I give a printed book to a blind student who reads braille and ask them to write an essay, I’m creating a barrier. If I provide that same book in braille or as an audiobook, that produces equity. The student still must read, process, and deliver the same assignment as their sighted classmates.”
References
National Center for Science and Engineering Statistics (NCSES). 2023. Diversity and STEM: Women, Minorities, and Persons with Disabilities 2023. Special Report NSF 23-315: National Science Foundation.
Society of Women Engineers DisAbility Inclusion affinity group, or https://tinyurl.com/diagslack.
Pearson, Yvette E. and Alexander, Quincy. (2021). “The Inclusion of Persons with Disabilities in Engineering Education and Careers,” Implementation Strategies for Improving Diversity in Organizations (pp.249-270), IGI Global Scientific Publishing.
Diverse, a SWE Podcast, Ep 285: Thriving in Engineering While Living With Disabilities.
