Conditions associated with the successful university experience of women with disabilities
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| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2021 |
| Descripción: | Introduction: This article presents the process and result developed in a doctoral research that analyzes the conditions of academic success of women with disabilities in Costa Rican higher education, where it is shown that they are specific women, with clear goals and that have traveled through academic trajectories characterized by the constant confrontation of barriers and the unconditional support of families as a fundamental axis of their success. Objective: The article covers the experiences of academic success of women with disabilities in Costa Rican universities, based on endogenous, family and social conditions. Method: We turn to the paradigm of the codification of Grounded Theory, by listening attentively to the discursive texts obtained from biographical narratives, developed through four foci of discussion (personal, family, teacher and peer group). [Continue reading in the article] |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/48815 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/reflexiones/article/view/48815 |
| Palabra clave: | Academic success Women with disabilities Higher education Gounded theory Accessibility Éxito académico Mujeres con discapacidad Educación superior Teoría fundamentada Accesibilidad |