Voices of resilience: narratives of immigrant academic women advocating for diversity and empowerment
Somayeh Ba Akhlagh et al.
What the paper says
Purpose This study aims to explore the lived experiences of three immigrant academic women with culturally and linguistically diverse (CALD) backgrounds in the field of early childhood education (ECE) education in Australia and New Zealand, focussing on how they navigate institutional structures through resilience, agency and flexibility. Using an autoethnographic approach, the research highlights their strategies for integrating cultural perspectives into academia and advocates for more inclusive and diverse higher education environments. Design/Methodology/Approach This study employs a collaborative autoethnographic design to examine the lived academic experiences of three immigrant women with CALD backgrounds in the field of ECE in Australia and New Zealand. Drawing on O'Hara's (2018) framework, participants reflected on their professional journeys and interactions within institutional settings. Data were collected through online semi-structured interviews via Zoom, allowing for in-depth personal narratives. Findings Participants' narratives revealed how their migration journeys involved not only adapting to new academic and professional systems in Australia and New Zealand but also actively negotiating their sense of self across personal and professional domains. The findings highlight how immigrant academic women reconstruct identity and agency within institutional contexts, offering valuable insights into the lived realities of navigating higher education as culturally diverse professionals. Research limitations/implications This study highlights the need for systemic reforms in recruitment, mentoring and professional development to better support CALD academic staff. Its findings have practical implications for policymakers, academic leaders and practitioners striving to foster more equitable and inclusive institutional cultures, thereby enriching the higher education experience for all stakeholders. However, the study is limited by its small sample size, focussing on three Iranian immigrant women in ECE in Australia and New Zealand. While their in-depth narratives offer valuable insights, the findings are not intended to be broadly generalisable. Future research involving a larger and more diverse cohort, along with mixed or comparative methodologies, could provide a more comprehensive understanding of the challenges and contributions of CALD academics across different disciplines and contexts. Originality/Value This study offers a unique contribution by foregrounding the lived experiences of Iranian immigrant academic women in ECE through a collaborative autoethnography. By centring personal narratives within broader organisational structures, the study not only amplifies marginalised voices but also challenges dominant norms in higher education, offering valuable perspectives for fostering inclusivity and cultural responsiveness in academic environments.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.50 × 0.4 = 0.20 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.