Cultural Capital and the Educational Experiences of Women with Disabilities in Saudi Arabia

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  • Author(s): Peter, Dimity (ORCID Peter, Dimity (ORCID 0000-0001-7862-2799); Knabe, Barbara; Alem, Sarah
  • Language:
    English
  • Source:
    International Journal of Disability, Development and Education. 2021 68(4):583-599.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      17
    • Subject Terms:
      Foreign Countries; Cultural Capital; Females; Students with Disabilities; Barriers; Student Experience; Academic Aspiration; Stereotypes; Resilience (Psychology); Family Influence; Social Support Groups; Equal Education; Gender Bias; Social Bias; Adults; Disabilities
    • Subject Terms:
      Saudi Arabia
    • Accession Number:
      10.1080/1034912X.2019.1698718
    • ISSN:
      1034-912X
    • Abstract:
      The purpose of this research was to explore the educational experiences of women with disabilities in the Kingdom of Saudi Arabia (KSA). This study analysed interviews from women with disabilities who have successfully negotiated the educational system in the KSA and highlights the participants' skills/abilities and connections while at the same time sheds light on systemic barriers they faced. Using an expanded notion of cultural capital, participants confirmed the relevance of all the categories of cultural capital (except the linguistic one), although some revisions to the model are discussed to better match the experience of the participants. All the women in this study had educational aspirations, resisted negative stereotyping, navigated a complex set of barriers to achieve educational success, and had strong familial support and emotional support from their social networks. Although there is a legislative/policy foundation for educational services for women and people with disabilities, the study identifies some systemic barriers to education equality.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1296084