Participation of Women with Disabilities in Tanzanian Higher Education: Motivations, Strategies and Suggestions

Magreth Matonya


Since all learners learn best when they are motivated, the way to ensure their success in higher education is to know what motivates and sustains them in the learning process. Guided by the Social Model of Disability (SMD), this study investigated the motivational factors and expectations behind women with disabilities’ decisions to participate in higher education. The study was conducted at the University of Dar es Salaam (UDSM) where 22 women students with disabilities regardless of their type of disability, degree programme and background were involved in the study. The study employed a qualitative approach and specifically a case study design. Semi-structured interviews were deployed in collecting data for the study. The data collected were subjected to thematic analysis. The findings of the study show that women with disabilities were highly motivated to participate in higher education due to various factors obtainable in the family, community and institution. The study recommends that, women with disabilities need to have reasons or motivational for successful participation in higher education.

Keywords: Gender in higher education, motivation for learning, women disability

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