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Padilla-Ca mona – González-mon eaGudo – eno io- od íGuez: liGh s and shadows…
TERESA PADILLA-CARMONA – JOSÉ GONZÁLEZ-MONTEAGUDO –
MARÍA A. TENORIO-RODRÍGUEZ
Ligh s and Shadows:
The Inclusion o In isible S uden s
in Spanish Uni e si ies
In isible s uden s a Spanish uni e si ies
Spanish uni e si ies in he 21s cen u y a e a a c y om ins i u ions p io o he 1970s,
which we e cha ac e ized by s ong social homogenei y whe e only s uden s who had o
s udy did. In his eli is con ex , he e was a di ec co ela ion be ween social class and he
educa ion sys em (gA CíA de león & gA CíA de Co ÁzA , 1992). In ecen decades, uni e -
si ies ha e g own o become mo e inclusi e ins ead o only se ing p i ileged membe s o
socie y. This has led o a si ua ion in which uni e si y s uden s do no espond o uni ocal
models. Howe e , his plu ali y o s uden p o iles does no imply ha ins i u ions ha e
adap ed hei equi emen s and p og ams o mee he di e se cha ac e is ics and needs o
s uden s.
Di e en e ms ha e been used o desc ibe his new audience accessing uni e si ies:
non- adi ional s uden (johns on, 2011), disad an aged s uden (OECD, 2012), pos - adi ional
s uden (wA & wAge , 2016), and unde - ep esen ed s uden (mCdAniel e al., 2020), o name
a ew. In all cases, we e e o a he e ogeneous g oup o s uden s ha includes ma u e s u-
den s om disad an aged socio-economic backg ounds, wi h amily bu dens and special
educa ional needs, and belonging o o he e hnici ies, cul u es, and na ionali ies (C osling
e al., 2008). This way he in en ion is o ocus on s uden s wi h he g ea es inequali ies
and di icul ies, and whose pa icipa ion and p og ess a uni e si y a e cons ained by
s uc u al ac o s (Field & mo gAn-klein, 2012).
To da e, he e is no demog aphic o s a is ical s udy ha allows us o know p ecise-
ly wha pe cen age o Spanish uni e si y s uden s migh belong o one o mo e o hese
g oups. This is due o he impossibili y o compulso ily eques ing sel -iden i ica ion in
he ca ego ies desc ibed, especially when conside ing ce ain socio-economic and cul u al
a iables. Howe e , he e a e se e al epo s (A iño e al., 2014; A iño & lloPis, 2011; Fun-
dACión uniVe siA, 2018; minis e io de uniVe sidAdes, 2021) ha allow us o ob ain pa ial
es ima es abou uni e si y s uden s in Spain:
• 23% a e o e 25 yea s old.
• 1.5% ha e a disabili y.
• 7.2% ha e dependen child en.
• 5.8 % come om ab oad and a e en olled in bachelo ’s deg ees.
• 15% a ibu e a low social posi ion o hei amilies.
• 25% come om amilies wi h a low le el o educa ion.
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Acco ding o hese igu es, a leas a hi d o Spanish s uden s p esen cha ac e is ics di -
e en om he usual o majo i y pa e n, which cons i u es wha McNai (1998) calls an
“in isible majo i y” bo h o policy make s and manage s, as well as o hose who e-
sea ch in he ield. Resea ch in Spain has done li le o explo e he needs ha hese g oups
expe ience du ing hei ime a uni e si y. Among he limi ed numbe o s udies, ce ain
g oups ha e ecei ed g ea e a en ion. Such is he case o ma u e and disabled s uden s.
In he case o ma u e s uden s, an analysis o he Spanish uni e si y sys em in MECD
(2016) shows ha hey ha e bigge di icul ies in comple ing hei highe educa ion s ud-
ies. The wo k o Be mejo, Camacho, Fe nández-Ba ane o and Ga cía-Láza o (2011) poin s
o he combina ion o wo k and s udies as di icul ies in s uden s’ academic p og ess, as
well as he lack o habi and he pe cep ion o a lowe le el o compe ences compa ed o
younge colleagues. In gene al, adul s uden s seem o ha e a mo e esponsible a i ude
owa ds s udying, and hey know be e wha hey wan and how o achie e i . Howe e ,
hey complain ha eache s o en do no ecognize hei p esence in class and, he e o e,
hei p e ious expe ience can a ely be used (Adiego e al., 2004).
Rega ding he pa icula needs o s uden s wi h disabili ies, some esea ch (mo iñA,
2017; sÁnChez PAlomino, 2009) has ound ha hey pe cei e eache s as he main ba ie o
hei academic p og ess, mainly due o he in lexibili y and lack o inclusi e me hodolo-
gies used in he class oom, which highligh s hei lack o speci ic aining o wo k wi h
hese ypes o s uden s. O he aspec s, such as socio-economic backg ound, ha e no been
s udied ho oughly. The common assump ion is ha once hese s uden s en e uni e si y,
he e is equali y among s uden s despi e he di e si y o hei cul u al and amily back-
g ounds, and many belie e ha suppo h ough a sys em o schola ships compensa es o
such di e ences (gonzÁlez-mon eAgudo & BAlles e os, 2011). E en ewe s udies ocus on
immig an s uden s o s uden s o o he e hnici ies. The wo k o Pé ez-Se ano and Sa a e
(2013) p o ides in o ma ion on s uden p o iles and o he ac o s ha a o and hinde
he social inclusion o immig an uni e si y s uden s. In u n, Padilla-Ca mona, González-
Mon eagudo and So ia-Vilchez (2017) ha e in es iga ed he ac o s associa ed wi h he
academic success o Roma s uden s a uni e si y.
Policies o widening pa icipa ion in uni e si ies
Since 1971, Spanish uni e si ies ha e had special access o s uden s o e 25 yea s o age who
mee he uni e si y en ance equi emen s. A quo a o 2% o places is ese ed o hese
s uden s. Jus o e a decade ago, impo an legisla i e ad ances we e made o imp o e
access, pa icipa ion, and p og ess in academic li e o hose g oups ha un il now had
had li le p esence in highe educa ion. Wi h ega ds o access, Royal Dec ees 1892/2008
and 558/2010 es ablish posi i e disc imina ion measu es o a ou he inclusion o disad-
an aged g oups in uni e si ies. Among o he issues, wo new access ou es a e a ailable
wi h an es ablished pe cen age o ese ed places (be ween 1–3%). One is o s uden s o e
40 yea s o age who can demons a e p o essional expe ience ela ed o he deg ee hey
wish o s udy, and ano he is o s uden s o e 45 yea s o age who pass an adap ed es .
The e a e also quo as o s uden s wi h disabili ies (5%) and o high-pe o mance a hle es
(be ween 1–3%).
The imp o emen in equal oppo uni ies mus also inco po a e measu es aimed a en-
su ing g ea e in eg a ion and pa icipa ion o hese new audiences in o uni e si y ins i-
u ions. The e o e, an impo an miles one is he de elopmen o he Uni e si y S uden
S a u e ( oyAl deC ee 1791/2010), which p o ides o imp o emen s in se ices o e ed by
he uni e si y o non- adi ional g oups, acili a es he in eg a ion o guidance ac i i ies in
39
Padilla-Ca mona – González-mon eaGudo – eno io- od íGuez: liGh s and shadows…
coo dina ed u o ial sys ems and he compa ibili y o s udy wi h wo k, and adop s meas-
u es o ensu e adap a ion o he needs o all s uden s.
P io o hei appea ance, many Spanish uni e si ies had hei own egula ions and
se ices in which di e en suppo measu es we e de ined: welcome p og ams, guidance
and men o ing, job placemen se ices, and aining cou ses in basic academic skills (lan-
guages, in o ma ion echnologies, e c.). Al hough hese se ices exis in p ac ically all uni-
e si ies, he ype o in e en ion hey ca y ou is clea ly ex acu icula , aimed a sol ing
he p oblem o s uden s who demand se ices bu wi h li le impac on he con ex ha
may be con ibu ing o c ea ing such p oblems o needs.
As a esul , he e is a amewo k ha aims o egula e possible si ua ions a ising om
he inc ease in uni e si y class ooms o mino i y g oups. Howe e , we ind ha we s ill
lack su icien in o ma ion abou hese s uden s and he possible di icul ies hey expe i-
ence on a day- o-day basis du ing hei ime a uni e si y. Wha needs do hey ha e? A e
hese needs like hose o hei adi ional pee s? Wha is hei ela ionship wi h hei each-
e s? Wha do hey demand om he uni e si y? I seems as i hese s uden s we e in isible
o he ins i u ion, and hei peculia cha ac e is ics a e dilu ed in a homogenizing uni e -
si y s uden body ha does no conside all he disad an ages such di e si y can en ail.
Inclusion a uni e si ies om he pe spec i e o in isible s uden s
In his sec ion we in end o p esen he pe spec i es o some s uden s who ha e di e en ial
cha ac e is ics and whose es imonies e eal hei “in isibili y” in academic ins i u ions.
Wi hou gene alizing o desc ibing he me hodological p ocedu e used in de ail, he au-
ho s u ilize he esul s o hei p e ious s udies ca ied ou wi h in-dep h biog aphical
in e iews. These a e ou esea ch p ojec s in which 50 disad an aged s uden s we e in-
e iewed abou a ious aspec s anging om hei access o ins i u ions, academic li e,
and expe iences in he wo ld o wo k. Thei es imonies a e aken ou o he con ex o he
espec i e s udies o illus a e hei day- o-day expe iences a uni e si y.
One o he s a emen s ha appea s quickly and equen ly in he s o ies e e s o he g ea
e o hey pu in o uni e si y compa ed o hei pee s (Pseudonyms a e used o espec he
con iden iali y o he pa icipan s):
Being a bi sensible, you ha e o con ibu e mo e o achie e he same hing. You ha e o do
wice as much o achie e he same hing. Tha ’s my conclusion om a non- adi ional s u-
den (Man).
Whe he because hey wo k, ha e amily esponsibili ies, o ha e a disabili y, hese s u-
den s mus main ain a e y high le el o mo i a ion o compensa e o he sac i ices and
adjus men s hey ha e o make in hei daily li es ac oss a wide spec um o beha iou s
and s a egies:
• Endless days.
I wake up a ound six in he mo ning e e y day, and I end my wo king day a he campus
abou 9 p.m. (Isabel)
• Family eo ganiza ions ha allow hem o achie e hei goals and which, on occasions,
may in ol e b eaking wi h es ablished models and si ua ions.
(...) because I ha e had o o ganize a lo ..., I ha e had o hi e someone o ake he gi ls o
school, o do he housewo k. And I said o mysel : wha needs do I ha e? I am neglec ing my
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amily, because I am he e, and I asked mysel : is i wo h i ? Because he gi ls also c i icize
me o being on he compu e all day... so o cou se, i hu s you and you say, is i wo h i ?
(Emma).
• Adap a ions can some imes in ol e a physical e o o a pe son in a wheelchai :
Because now hey ha e changed he bu ons on he li s, bu hey ha e pu hem back a he
op, oo high o me. (Y ia); Mo e han once I said i a he in o ma ion o ice (...) o sug-
ges ha hey a leas enew he hea ing equipmen o he mic ophones (...), ha is o ollow
behind people and i i es me a lo , i is wi h one pe son and wi h ano he (Al a i oc ack).
• They e en disguise o hide hei e hnic iden i y o a oid con lic wi h pee s and each-
e s.
Decla ed as a Gypsy? (...) I simply don’ speak abou i .... I ha e old my close iends I’m
Roma because I don’ ha e any p oblem wi h saying “I’m Gi ano”... because hey a e my
iends, and I ne e hea d any de oga o y commen om hem ega ding Roma... Bu , when
i comes o anyone in he class oom, somebody ha I jus see once o wice a week, one hou ,
o om whom I ha e hea d nega i e hings abou Roma (Re e).
These es imonies show an e o o adap o he ins i u ion (i s ules, i s alues, i s imes)
and o a uni ocal model o being a s uden (whi e, wi hou amily esponsibili ies, wi hou
a wheelchai , s udying ull- ime). The p edominan eaching model can also be conside ed
uni ocal as ansmissi e eaching p e ails based on Powe Poin p esen a ions. Tha shows
he eaching p ac ice’s inabili y o inco po a e hei knowledge and condi ions, le alone
hei needs:
A ypical day a uni e si y is going o class, aking no es, and lis ening o he eache . Only
2 o 3 eache s use a di e en class dynamic, and we a e he ones alking, bu in gene al we
a e s ill in a school, wi h he eache gi ing he lesson (Lidia).
Rega ding he eache s, in gene al hey a e ine, al hough he e is a ai ly la ge p opo ion o
hem who, o one eason o ano he , gi e a he poo classes (Ca los).
In his con ex , s uden s desc ibe hei eache s’ ea men o hem using he e m “no -
mal”. Howe e , a mo e c i ical look a ela ions wi h eache s leads us o unde s and ha
bo h s uden s and eache s ha e in e nalized an “egali a ian” pedagogical model in which
he e is no oom o equi y and di e si y o in e es s and condi ions:
I go unno iced in class (...) I don’ need special suppo o special ea men because his is a
somewha di icul ci cums ance and I p e e o lea e i aside (Magis e ).
This is he de aul ea men gi en o lea ne s when he ci cums ances ha may lead o
disad an ages a e no di ec ly isible (i.e., lea ne s om disad an aged backg ounds o
ce ain e hnici ies i hei physical ea u es a e no p ominen , wi h disabili ies ha a e
no ob ious). Bu i is also how s uden s a e ea ed when di e ences a e isible (i.e. adul
lea ne s and lea ne s wi h ce ain disabili ies, e c.) and, when his way o being ea ed is
expec ed by lea ne s hemsel es:
Mos o hem [ eache s] unde s and and app ecia e my si ua ion, bu logically hey canno
demand less om me han wha is demanded om he es o my colleagues (MJ).
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Padilla-Ca mona – González-mon eaGudo – eno io- od íGuez: liGh s and shadows…
I is qui e possible ha his poin o iew is a consequence o common assump ions in
uni e si y cul u e, which s ess he idea ha equi emen s should be he same o e e y-
one and ha i is he s uden who mus adap o hem wi hou excep ion. Only wo o he
pa icipan s go mo e deeply in o he issue o posi i e disc imina ion, ques ioning he di -
e ence be ween equi y and equali y:
They, o cou se, a e awa e o my disabili y because i is ob ious, bu none o hem usually
app oach me o ask me i I need some hing special o any hing else. They ea me like hey
ea he es o he pupils and ha has wo aspec s: he posi i e one, which is because ha ’s
how I eel, like he o he s and no special a all, and he nega i e one, which is ha maybe I
would like hem o wo y a bi abou me some imes (...). I don’ mean nega i e disc imina ion
pe se... bu a he ha hey ea me... no mally, like e e yone else. And in ce ain aspec s,
some imes, being ea ed no mally in you si ua ion is a disad an age and you eel a bi dis-
c imina ed agains (Y ia).
So he eache (...) is alking abou jus ice, he hinks ha i he passes o ails o pass, he is no
doing jus ice. He is compa ing me, 59 yea s old, wi h an 18-yea - old boy... (Nasse ).
The ailu e o ecognize he special ci cums ances o some s uden s is undoub edly an
obs acle o he pe sonaliza ion o he eaching-lea ning p ocess. The e is a eaching model
o which all s uden s mus adap . On he a e occasions when adap a ions a e made o
s uden s, hey a ec pe iphe al and non-subs an ial aspec s o he lea ning p ocess:
The e a e some occasions when he eache s make e e y e o and do e e y hing in hei
powe o be able o change some hou s o u o ials, and hings like ha , al hough no all o
hem a e as lexible as possible (...) Bu in gene al, hey a e usually lexible in u o ials and
in mo e in o mal ma e s. When i comes o o he issues such as in e nships, exams..., hey
a e no lexible (He nán).
T ans o ma ions needed o uly inclusi e uni e si ies
Al hough he e a e adequa e measu es o di e si y access o uni e si y and o acili a e he
en y o di e se s uden popula ions, he e a e s ill pending challenges in he Spanish uni-
e si y sys em in e ms o academic p og ess, comple ion, and success ul ansi ion o he
labou ma ke . This pape illus a es a ange o si ua ions ha some s uden s expe ience,
leading o hem emaining in isible in uni e si y ins i u ions.
On he one hand, he eaching model is basically adi ional wi h a p edominance o
heo e ical classes ha a e no adap ed o he needs and in e es s o all s uden s. This lack
o ecogni ion o he exis ing di e si y in he class oom, in a ou o a supposed equal-
i y o ea men , no only implies neglec ing special needs bu also p e en s he eaching-
lea ning p ocess om bene i ing om he con ibu ions o di e se s uden s, such as hei
endency o be mo e pa icipa i e, hei g ea e mo i a ion o lea n, and in many cases
hei mo e expansi e li e and p o essional expe iences. In his sense, adap ing p og ams
and eaching p ac ices o he cha ac e is ics o he en i e s uden popula ion is impe a i e.
This eaching model mus e ol e and make di e ence, lexibili y, and inclusion one o i s
hallma ks (PAdillA-CA monA e al., 2020).
On he o he hand, s uden suppo se ices ha e a undamen al ole o play in ensu -
ing s uden s’ p og ess in highe educa ion, bu hey a e no solely esponsible o success
and e en ion. Al hough mos uni e si ies cu en ly o e some kind o suppo se ice, i

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is impo an o bea in mind ha hei ad ice mus be con ex ualized and seen as easily ac-
cessible o s uden s (gonzÁlez-mon eAgudo e al., 2017). Thus, a eas whe e he uni e si y
ins i u ion can posi i ely in luence he academic p og ess o disad an aged s uden s in-
clude suppo wi h pe sonal u o ing, di ec ed s udy, and social and academic in eg a ion
(Co on e al., 2017). The con inued ques ioning o adi ional hie a chies and he de ici
model o s uden unde achie emen a e pa o an impo an cul u al shi ha is necessa y
o make he uni e si y en i onmen mo e welcoming o non- adi ional s uden s.
Fu he mo e, he pa hways o non- adi ional s uden s a e mo e di e se and unp edic -
able han hose o hei pee s (wong, 2018). Thei expe iences as well as he di icul ies and
obs acles hey ha e had o o e come mus be he benchma k i e en ion and comple ion
a es in highe educa ion a e o be inc eased o hese g oups (FinnegAn e al., 2014). In his
con ex , any imp o emen o his ins i u ion o inclusion is mo e likely o wo k i s uden s
a e lis ened o, gi ing oice o hei expe iences, expec a ions, and needs (Field & ku An-
owiCz, 2014).
Nowadays, al hough access o uni e si y is possible o p e iously excluded g oups,
he p ocess is s ill inconsis en and une en, and i equi es a holis ic app oach (Quinn,
2013). Much emains o be done in Spanish uni e si ies and in Eu opean uni e si ies in
gene al i hese ins i u ions a e o become inclusi e ins i u ions ha espond o he di e se
needs o hei s uden s. As A a ó e al. (2015) show, i is necessa y o ad ance heo e ical
amewo ks, p ocesses, p og ams, and collabo a i e wo k in a mo e sys ema ic and com-
p ehensi e way, o deepen he inclusi e dimension o uni e si ies.
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