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<p>The diverse lived experiences of internationally trained immigrant Black scholars in engineering and education indicate a deviation from the dominant model for doctoral student development and professoriate preparation. This study reports on the duoethnography experiences of internationally trained immigrant academic scholars in Canada—two Black women of Nigerian descent. We extend the definition of internationally trained immigrant women scholars to include doctoral and postdoctoral scholars who are foreign-trained women and&#xa0;completed their degrees in a non-Canadian country prior to moving to Canada. Through thematic analysis of the interviews, four themes emerged around our&#xa0;professional identity development, namely (1) Non-Typical Academic Pathway, (2) Perception of Professional Identity, (3) The Intersection of Race and Gender, and (4) Learning and Research Communities. Building on these findings, our study advances a Minority Scholars’ Professional Identity Development conceptual model aimed at strengthening the professional formation of minority early-career researchers (ECRs) in higher education. The model comprises of&#xa0;six interrelated strategies spanning three interconnected intervention levels namely institutional structures, doctoral supervision, and individual advocacy, that are instrumental to advancing a more inclusive and supportive academic environment. Together, these strategies serve both as a conceptual framework and as actionable recommendations for addressing challenges faced by minority ECRs and promoting their academic success.</p>

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Navigating the Doctoral System: A Duoethnography of Immigrant Women’s Experiences in Canadian Universities

  • 期刊论文

  • 发表日期：

    2026年5月8日

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  • Anuli Ndubuisi,
  • Glory Ovie

摘要

The diverse lived experiences of internationally trained immigrant Black scholars in engineering and education indicate a deviation from the dominant model for doctoral student development and professoriate preparation. This study reports on the duoethnography experiences of internationally trained immigrant academic scholars in Canada—two Black women of Nigerian descent. We extend the definition of internationally trained immigrant women scholars to include doctoral and postdoctoral scholars who are foreign-trained women and completed their degrees in a non-Canadian country prior to moving to Canada. Through thematic analysis of the interviews, four themes emerged around our professional identity development, namely (1) Non-Typical Academic Pathway, (2) Perception of Professional Identity, (3) The Intersection of Race and Gender, and (4) Learning and Research Communities. Building on these findings, our study advances a Minority Scholars’ Professional Identity Development conceptual model aimed at strengthening the professional formation of minority early-career researchers (ECRs) in higher education. The model comprises of six interrelated strategies spanning three interconnected intervention levels namely institutional structures, doctoral supervision, and individual advocacy, that are instrumental to advancing a more inclusive and supportive academic environment. Together, these strategies serve both as a conceptual framework and as actionable recommendations for addressing challenges faced by minority ECRs and promoting their academic success.