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Turning a mirror into a window: A duoethnographic study of international student identity.

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Title: Turning a mirror into a window: A duoethnographic study of international student identity.
Authors: Schiffecker, Sarah1 (AUTHOR) sarah.schiffecker@ttu.edu, Abdallah, Joanna2 (AUTHOR)
Source: New Directions for Teaching & Learning. Spring2025, Vol. 2024 Issue 181, p35-44. 10p.
Subject Terms: *Group identity, *Foreign students, Identity (Psychology), Intersectionality, Ethnographic analysis, Liminality
Geographic Terms: United States
Abstract: This duoethnographical study explores the experiences of the two authors, Joanna and Sarah, as international students in the United States that do not quite fully fit in any of the categories described in research literature. Using a Borderland theoretical approach, the authors explore the in‐between spaces at the intersections of their identities in order to understand their complex experiences as white/www.ite‐passing international doctoral students in the United States. Applying the Borderland approach to both intersectional and social identity frameworks, this chapter seeks to highlight the intricacies involved in the identity development of international students, especially when group membership is fluid. The results of this duoethnography challenge traditional notions of intersectionality of identity and uncover a dissonance in the identities of both authors. [ABSTRACT FROM AUTHOR]
Copyright of New Directions for Teaching & Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Turning a mirror into a window: A duoethnographic study of international student identity.
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  Data: <searchLink fieldCode="AR" term="%22Schiffecker%2C+Sarah%22">Schiffecker, Sarah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sarah.schiffecker@ttu.edu</i><br /><searchLink fieldCode="AR" term="%22Abdallah%2C+Joanna%22">Abdallah, Joanna</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22New+Directions+for+Teaching+%26+Learning%22">New Directions for Teaching & Learning</searchLink>. Spring2025, Vol. 2024 Issue 181, p35-44. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+students%22">Foreign students</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Intersectionality%22">Intersectionality</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnographic+analysis%22">Ethnographic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Liminality%22">Liminality</searchLink>
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  Data: This duoethnographical study explores the experiences of the two authors, Joanna and Sarah, as international students in the United States that do not quite fully fit in any of the categories described in research literature. Using a Borderland theoretical approach, the authors explore the in‐between spaces at the intersections of their identities in order to understand their complex experiences as white/www.ite‐passing international doctoral students in the United States. Applying the Borderland approach to both intersectional and social identity frameworks, this chapter seeks to highlight the intricacies involved in the identity development of international students, especially when group membership is fluid. The results of this duoethnography challenge traditional notions of intersectionality of identity and uncover a dissonance in the identities of both authors. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of New Directions for Teaching & Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Group identity
        Type: general
      – SubjectFull: Foreign students
        Type: general
      – SubjectFull: Identity (Psychology)
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      – SubjectFull: United States
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              Text: Spring2025
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