Increasing Data Equity Through Accessibility

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Position statement, submitted to OSTP, October 2022

Signatories: Frank Elavsky, Carnegie Mellon University; Jennifer Mankoff, Co-Director Center

for Research and Education on Accessible Technology and Experiences, University of

Washington; Arvind Satyanarayan, MIT Visualization Group.

Overview: This response considers data equity specifically for people with disabilities

. The RFI

asks “how Federal agencies can better support collaboration with other levels of government,

civil society, and the research community around the production and use of equitable data.” We

argue that one critically underserved community in the context of data equity is people with

disabilities. Today’s tools make it extremely difficult for disabled people to (1) interact with data

and data visualizations and (2) take jobs that involve working with and visualizing data. Yet

access to such data is increasingly critical, and integral, to engaging with government and civil

society. We must change the standards and expectations around data practices to include

disabled people, and support the research necessary to achieve those goals.

We define disability here in terms of the discriminatory and often systemic problems with

available infrastructure’s ability to meet the needs of all people [UN 2017, Oliver, 2013]. We

define accessibility as the creation of resources that can be accessed by anyone, regardless of

their disability, with standard accessibility tools. We define resources as any data related

analysis, production, and visualization platforms, as well as any data visualizations.

Data equity can level the playing field for people with disabilities both in opening new

employment opportunities and through access to information, while data inequity may amplify

disability by disenfranchising people with disabilities. Further, as Whittaker and colleagues

(2019) state, “...discrimination against people of color, women, and other historically

marginalized groups has often been justified by representing these groups as disabled…. Thus

disability is entwined with, and serves to justify, practices of marginalization.” (p. 11). Below we

address three of the questions in the RFI that are most pertinent to the needs of disabled

people: Questions 4, 5 and 6.

We use the terms “people with disabilities” and “disabled people” and variations of them interchangeably

in this document to reflect the varied choices that disabled people and theorists themselves choose.

4. What resources, programs, training, or other tools can expand opportunities

for historically underrepresented scholars and research institutions to access and

use equitable data across levels of government? 5. What resources, programs,

training, or tools can increase opportunities for community-based organizations

to use equitable data to hold government accountable to the American public?

We combine two questions into one here because we believe that the same underlying barriers

impact access for scholars, research institutions, and community groups. We are focused

specifically on scholars, research institutions, and community-based organizations that are

underrepresented due to disability. We note that disability is not exclusive and can include

anyone and at any phase of life. Thus, in addition to being a need in its own right, if we do not

address disability access, we are further marginalizing underrepresented scholars and

excluding research institutions and community-based organizations that serve any

underrepresented population, due to the fact that their constituents will surely include people

who are disabled and have other marginalized identities.

Our primary goal in answering this question is to highlight the opportunity to expand upon the

government’s use of accessible tools to produce accessible visualizations. While the

government maintains a website containing accessibility information, which mentions data

visualization,

there is an opportunity to expand this information and ensure that government

workers are trained to make use of best practices

and the best tools

available when producing

data visualizations. For example, while the United States Web Design System (USWDS)

provides some guidance on data visualization, it is not sufficient for passing Section 508 or

addressing the more complex access barriers involved in data visualization. Chartability, as an

example, is an attempt to consolidate web standards, research, and practitioner knowledge

towards a set of accessibility guidelines specific to the practice of visualizing and representing

data and data interfaces (Elavsky, 2022).

Further, these standards must become integral to how the government produces data, across

all areas of government. From the CDC to the Census Bureau, critical data that is highly

important to all historically underrepresented peoples and should be available to

underrepresented scholars and research institutions to access and use, must be accessible to

fully include everyone.

6. What resources, programs, training, or tools can make equitable data more

accessible and useable for members of the public?

In responding to this question, we will focus on two domains. First, as the question asks, we

address what can be done to make equitable data available to members of the public with

disabilities. However we note that Just having access to data is not enough, or just, when

https://designsystem.digital.gov/components/data-visualizations/

https://chartability.fizz.studio/

https://github.com/dataviza11y/resources

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IncreasingDataEquityThroughAccessibilityPositionstatement,submittedtoOSTP,October2022Signatories:FrankElavsky,CarnegieMellonUniversity;JenniferMankoff,Co-DirectorCenterforResearchandEducationonAccessibleTechnologyandExperiences,UniversityofWashington;ArvindSatyanarayan,MITVisualizationGroup.Overview...

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