Abstract

The authors explore first-person stories, narratives, and discourses from self-identified immigrant women faculty members across intersecting subject positions (e.g., race, class, immigration status, etc.) regarding how they negotiate their subjectivity within the U.S. academe. Data includes interviews from 21 female faculty members from several universities across the United States. Participants immigrated from a total of 13 different countries, spanning four continents, and representing multiple disciplines. The authors utilized critical discourse analysis (CDA) to link individual experiences with wider societal ideologies. This study reveals findings regarding the simultaneous navigation of the citizenship discourses/processes and multilevel experiences with micro-aggressions. We suggest several implications regarding the treatment of “difference” in global education systems and the challenges for international faculty who participate in such systems. Based on these findings, we offer participants’ recommendations for successfully navigating these challenges and affirming the value of diversity in educational contexts.