A gender-sensitive study on Human Library experiences of visually impaired female students in Bangladesh

This study explored the gender-specific experiences of visually impaired students participating in Human Library initiatives in Bangladesh. The research employed a qualitative approach, conducting 24 semi-structured interviews with visually impaired male and female university students and two key informant interviews with educational and disability experts. A comparative analysis examined gender-based differences in emotional empowerment, representation, accessibility, safety, and social support networks. Thematic analysis was used to identify major patterns across participants’ narratives, highlighting five core themes that reflected the intersectional challenges faced by female students. Findings revealed that while Human Library sessions offered avenues for emotional empowerment, visually impaired female students experienced barriers rooted in cultural expectations, emotional vulnerability, and a lack of relatable role models. Female participants reported discomfort in mixed-gender settings and expressed the need for women-centered spaces to share sensitive experiences more freely. The study concluded that current Human Library models, though inclusive in intent, often overlooked gender-specific needs. It recommended gender-sensitive adaptations, including targeted volunteer training, increased female representation, and the design of women-only sessions. By emphasizing intersectionality in informal education, the research offered critical insights for creating genuinely inclusive and empowering educational environments.