Humans Behind the Screen: Students Struggling with Digital Inequity

Sister T King Bey, a homeschooled student from New York City, wants to spend her time drawing and animating. Instead, much of her academic and creative life is constrained by a straightforward problem: she does not have a computer.

“I don’t do assignments online for the fact that I don’t really have a computer at the moment,” she explains.

“When we go to the library, we normally print out our assignments… 45 minutes to an hour, depending on your age.”

Her experience is not an outlier, but a clear example of what the digital divide looks like in practice. Even outside a traditional school setting, the absence of a personal device limits her ability to complete assignments, build digital literacy, and develop the technical skills that are now baseline expectations in education and the labor market.

Without a personal computer at home, basic tasks many of us take for granted become complicated: schoolwork depends on library access and strict time slots. Online resources that most students have open access to - learning platforms, research databases, creative tools - are not consistently available. For Sister T King Bey, whose interests lie in drawing and animation, the inability to run specialized software was not merely a minor inconvenience; it directly restricted her ability to explore and refine a potential career path.

This is a universal struggle among low-income students that spans all five boroughs

Seventeen-year-old high school senior Jacob Hwang faces a related, but distinct, set of constraints. His school does not allow students to take laptops home, so he completes assignments on his phone or a school-issued iPad.

For Jacob, access to free or low-cost technology can alleviate financial stressors for him and his family. With college tuition and expenses looming, Jacob is saving money to prepare for his higher education. "I have a job, and I've been saving up for college. If I get a computer it will significantly help me focus toward saving for my college," Jacob says.

Jacob is balancing a job, college applications, and a demanding course load, including AP Literature and tech-related classes. He is also trying to save for college.

“I have a job, and I’ve been saving up for college. If I get a computer it will significantly help me focus toward saving for my college,” he says.

For Jacob, a laptop competes directly with tuition and family expenses. The absence of a personal computer does not just make assignments harder; it forces trade-offs between basic educational infrastructure and long-term financial planning. Borrowed or school-controlled devices are not always available when he needs them, and they are often poorly suited to sustained research, writing, or technical work.

When Jacob contacted us, we provided him with a donated, refurbished computer from our friends at Palm Bay International.

A nationwide problem with individual consequences

These individual stories sit within a broader structural context. In New York City, access to technology and connectivity is uneven and strongly correlated with income.

According to a 2020 report by the Office of the New York City Comptroller, approximately 29% of households lack broadband internet access, and 18% have no internet access at all (1). For students in these households, the shift toward digital platforms in education did not simply introduce new tools; it created new barriers.

During and after the COVID-19 pandemic, these gaps translated directly into missed instruction, incomplete assignments, and weaker preparation for college and employment. Students without stable access to devices or the internet did not participate on equal terms. The notion that submitting work online, joining virtual classes, or developing digital skills is “standard” only holds for those who have the infrastructure to do so.

Sister T’s reliance on printed assignments and Jacob’s dependence on borrowed devices are not marginal anecdotes - they are representative of how policy - level statistics manifest in day-to-day student life.

Where we came in: We Care Act NYC

In 2022, in response to what we were seeing among peers and younger students, students from the Bronx High School of Science and other New York City schools created We Care Act NYC, a student-run branch of We Care Act Houston. Over two years, we have focused on a straightforward goal: reduce the device gap for students in a post-pandemic education system.

The Silicon Project is our initiative specifically focused on technology access and e-waste. Our model is simple by design:

1. Collect used computers from individuals, schools, and organizations.

2. Refurbish them—securely wipe data, repair, and install necessary software.

3. Donate them directly to students who need them.

This approach targets two problems at once. On the educational side, it responds to the clear need for stable, personal devices for students like Sister T and Jacob. On the environmental side, it reduces the volume of electronics that end up as waste.

E-waste and equity were not mutually exclusive to our solution

Electronic waste is not an abstract issue. In 2018, New York State generated more than 310,000 tons of e-waste (2). Much of this material contains hazardous components and often includes devices that could be repaired or repurposed.

Discarding usable or repairable hardware in a city where students are printing assignments at public libraries or completing essays on phones reflects a misalignment of resources. The Silicon Project’s refurbishment model addresses this.

By extending the lifespan of existing devices, we:

• Decrease the volume of e-waste entering landfills.

• Promote more sustainable technology consumption.

• Redirect resources from disposal to education.

This is not a secondary benefit; it is core to the project. Environmental sustainability and educational equity are linked here through the same set of actions.

Beyond just hardware: our efforts in digital literacy and practical barriers

One lesson that has emerged from our work is that devices are necessary but not sufficient.

Students who receive computers from us may still face limited or unstable internet access at home, lack of familiarity with basic digital tools and file management, and minimal guidance on online safety, productivity tools, or college and career platforms.

For that reason, The Silicon Project’s work extends beyond handing over hardware. We prioritize one-to-one engagement, making sure recipients know how to use their devices for core academic tasks, research, and applications. We also serve as a student-to-student support network, helping peers navigate both technology and the systems built on top of it.

The premise is straightforward: an internet connection and a device only translate into opportunity if students are equipped to use them effectively.