Navigating the Nexus: Intersectional Journeys of Non-Native English-Speaking Women in Engineering Doctoral Programs

• Dr. Alviera N. Temray

  Department of Engineering Education, Purdue University, West Lafayette, Indiana, USA

  Author

• Dr. Meilin J. Varasque

  Centre for Higher Education and Equity Research, University of Sussex, Brighton, United Kingdom

  Author

Imagine navigating the demanding world of a U.S. engineering doctoral program, not just as a woman, but also as someone whose first language isn't English. This article dives deep into the real-life experiences of these remarkable women—non-native English-speaking (NNES) women pursuing doctoral degrees in engineering within U.S. academic institutions. Using an intersectional framework, we investigate how their interwoven identities of gender, national origin, and language proficiency profoundly shape their academic, social, and emotional journeys. Through heartfelt qualitative interviews, this study uncovers significant challenges they face, including the struggle with academic communication, encounters with gendered and racialized discrimination, feelings of deep social isolation, and the constant stress of immigration policies and financial uncertainty. Yet, despite these formidable obstacles, we also highlight their incredible resilience and the diverse coping strategies they employ. Our findings underscore a critical need for universities to step up with targeted support: tailored English for Specific Purposes programs, essential implicit bias training for faculty, robust mentorship initiatives, and comprehensive support systems designed to foster a truly inclusive and equitable environment. Ultimately, understanding and actively addressing these intersectional barriers isn't just about fairness; it's crucial for retaining diverse talent and enriching the entire field of engineering.

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