“A Duoethnographic Study of Transformative Experiences of International Faculty in a Predominantly White Institution in the Midwest”

Abstract

This duoethnographic study explores the transformative learning journeys of three international faculty at a Midwestern Predominantly White Institution (PWI) in the United States. Grounded in Mezirow’s transformative learning theory, the research analyzed how experiences of cultural adaptation and identity negotiation catalyzed professional and personal transformation. Our findings reveal transformation occurred through interconnected engagement across three academic domains: (1) teaching as a site of critical reflection and pedagogical agency; (2) research as identity work and scholarly agency; and (3) service as a pathway to advocacy and institutional belonging. The duoethnographic process fostered collaborative meaning-making, enabling us to reframe our cultural identities as sources of professional strength. We conclude that international faculty serve as vital agents who co-create transformative learning environments within the institution. The study offers a conceptual framework for understanding this integrative process and provides recommendations for institutional policy and faculty development supporting identity-affirming growth.

Keywords

international faculty transformative learning duoethnography Predominantly White Institution (PWI)faculty identity

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