Identity and power differential in academic communities among Southeast Asian international graduate students in the US

Purpose The objective of this research was to investigate the dynamics of identity and power within academic communities in the United States, specifically focusing on international graduate students from Southeast Asia. The study focused on exploring the lived experiences of Southeast Asian international graduate students at a university in the Midwest. The theoretical underpinnings of the research drew upon the poststructuralist understanding of identity and the community of practice framework (Lave & Wenger, 1991). Design/methodology/approach Various methods were employed, including reflective journals, documents and interviews, to gain a comprehensive understanding of the participants’ experiences and perspectives regarding their identity construction and participation in academic communities. Findings The research revealed that identity among Southeast Asian international graduate students is fluid and subject to constant negotiation. Participants reported experiencing multiple layers of identities, including their national identity, cultural identity and academic identity, which were influenced by interactions within the academic community. The study uncovered power dynamics that affect Southeast Asian international graduate students’ experiences. Power relationships were observed within the academic community, where students’ ability to participate, contribute and be recognized was influenced by factors such as language proficiency, cultural background and perceived academic competence. Research limitations/implications The study focused on a specific group of participants – Southeast Asian international graduate students at a university in the Midwest. The limited sample size may restrict the generalizability of the findings to a broader population of international graduate students or academic communities in different regions of the United States or other countries. The research centred on Southeast Asian international graduate students, which may introduce cultural and regional bias in the findings. Different cultural backgrounds and regional contexts of participants from other parts of the world could yield different dynamics of identity and power within academic communities. Practical implications To overcome cultural and regional bias, future researchers and educators should aim to diversify the participant pool. Including international graduate students from various cultural backgrounds and geographical regions will provide a more comprehensive understanding of the dynamics of identity and power within academic communities. Additionally, the insights from this study can offer guidance to educators in higher education institutions by highlighting the challenges faced by international graduate students and providing recommendations for their support. Social implications The research highlights the importance of cultural understanding and empathy within academic communities. Recognizing the diversity of cultural backgrounds and experiences among international students fosters a more inclusive and respectful environment where students from different regions feel valued and understood. Additionally, understanding and navigating cultural differences require intercultural competence. Institutions can develop programmes and initiatives that promote intercultural competence among students, faculty and staff, enhancing their ability to interact effectively in diverse settings. Originality/value While studies on international students in academic communities are common, this research specifically targets a subset of students from Southeast Asia. This specialized focus allows for a deeper exploration of the unique experiences, challenges and dynamics that this particular group of students faces within the academic context. The adoption of a poststructuralist understanding of identity in the research adds theoretical novelty. This framework emphasizes the fluid and complex nature of identities, challenging traditional fixed notions of identity construction. By applying this lens to the experiences of international students, the research offers a fresh perspective on how identity is shaped within academic communities.