Abstract

YERGA-MIGUEZ, Maria Dolores; RAMIREZ-MORERA, Marcela  and  DIAZ-JIMENEZ, Rosa María. The Academic Excellence of Women with Visual Disability in the University: Contributions from Grounded Theory. Rev. colomb. educ. [online]. 2021, n.83, e206.  Epub Aug 06, 2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num83-10797.

An approach to the academic life of women with visual disabilities is made to analyze academic stories that contribute to academic excellence. A comparative study of cases of two women with visual disability enrolled in universities in Costa Rica and Spain is presented based on a qualitative hermeneutic and an adaptation of the grounded theory of constructivist design. Data were collected through semi-structured interviews and analyzed with the constant comparative method supported by Atlas-ti v. 8. The participating subjects were eight, four observation units for each case and country: the woman with visual disabilities, a family member, a teacher, and a classmate. The analysis framework included four dimensions: personal, family, academic and social environment. The results highlight that exogenous factor linked to academic excellence place the family, the peer group (classmates), and the teaching team as permanent support for women with visual disability in their academic careers. However, the family has an ambivalent influence as support and barrier and a deficit of awareness emerges, especially among teachers and students. The endogenous factors that favour academic excellence are related to individual effort, performance and attitude, whose main axis is constituted by the resilient characteristics developed. The violence present in the academic environment in various forms stands out as an emerging category.

Keywords : accessibility; excellence in education; women's studies; academic accommodations; college students.

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