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African-Born Female Academics in the U.S. : Experiences of Inclusion, Exclusion, and Access - Building Careers on Marginalized Identities

African-Born Female Academics in the U.S. : Experiences of Inclusion, Exclusion, and Access - Building Careers on Marginalized Identities

Rosaire Ifedi
Copyright: © 2019 |Pages: 14
ISBN13: 9781522589099|ISBN10: 1522589090|ISBN13 Softcover: 9781522591559|EISBN13: 9781522589105
DOI: 10.4018/978-1-5225-8909-9.ch023
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MLA

Ifedi, Rosaire. "African-Born Female Academics in the U.S. : Experiences of Inclusion, Exclusion, and Access - Building Careers on Marginalized Identities." Immigration and Refugee Policy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2019, pp. 427-440. https://doi.org/10.4018/978-1-5225-8909-9.ch023

APA

Ifedi, R. (2019). African-Born Female Academics in the U.S. : Experiences of Inclusion, Exclusion, and Access - Building Careers on Marginalized Identities. In I. Management Association (Ed.), Immigration and Refugee Policy: Breakthroughs in Research and Practice (pp. 427-440). IGI Global. https://doi.org/10.4018/978-1-5225-8909-9.ch023

Chicago

Ifedi, Rosaire. "African-Born Female Academics in the U.S. : Experiences of Inclusion, Exclusion, and Access - Building Careers on Marginalized Identities." In Immigration and Refugee Policy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 427-440. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8909-9.ch023

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Abstract

This paper was based, in part, on some findings related to the intersection of identity and career outcomes for some African-born female academics located in the United States. In the phenomenological study, data were collected through semi-structured interviews and revealed accounts of race and gendered challenges in their experiences. However, even though they faced similar kinds of marginalization as other Black and foreign women, these participants were confronted with unique questions of identification and experiences of double discrimination. Nonetheless, the findings also suggest a persistence that was reflected in their stories of access, inclusion, and exclusion as well as their perceived role as coalition-builders. An implication for immigrant female professors in the U.S. is that their immigrant status could both facilitate as well as challenge their career paths and economic outcomes, a point equally corroborated by research on gender and migration in higher education in Europe and elsewhere.

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