Blind and partially sighted women’s make-up: A narrative of practice, perseverance and empowerment

Social disabilities such as visual impairment hinder full participation in daily activities and society. This study uses a qualitative analysis of YouTube make-up tutorials to examine the practices and motivations of blind and partially sighted (BPS) vloggers. Although make-up has been used over centuries specifically to support personal and social goals, its usage has grown in strength with the advent of social media influencers. Thematic analysis reveals that for BPS vloggers, make-up application involves iterative learning through product familiarization, routines and practice. The experience brings them enjoyment, fun and increased confidence. Their motivation to engage with make-up and share vlogs appears at least partially driven by the desire to support others with similar disabilities and to challenge public misconceptions about disability. Amidst rising aesthetic standards and omnipresent social media, the BPS make-up vlog- gers’ presence signifies their agency as influencers, whilst also pointing to the equally powerful shadow of social disability still present today.