Surviving, thriving, and everything in-between

Doctoral education is often framed as an intellectual pursuit; however, it is also an emotional, social, and identity-shaping journey. For international and immigrant students, these experiences are frequently complicated by systemic inequities, cultural expectations, and challenges of belonging within new academic environments. This autoethnographic paper presents a narrative account of my PhD journey as a Black immigrant woman in Canadian higher education. Drawing on autoethnography and narrative inquiry, I reflect on the “good, bad, ugly, funny, and in-between” aspects of doctoral study and situate these experiences within broader scholarship on doctoral education, supervision, and student well-being. The narrative highlights the interplay between intellectual growth and structural challenges, including institutional bureaucracy, power dynamics, imposter syndrome, and the emotional demands of researching mental illness stigma. It also illustrates how supportive supervisors, peers, family, humor, faith, and community solidarity contributed to my persistence and resilience. This paper argues that doctoral education should be understood not only as an academic endeavor but also as a deeply human experience shaped by identity, relationships, and institutional context. Recognizing these complexities is essential for fostering more inclusive, equitable, and supportive doctoral environments for international and immigrant students.