This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: "One way or another, we are living the stories planted knowingly or unknowingly in us early in life, the stories that give our lives meaning."—Ben Okri, A Way of Being Free Our identities are dynamic and complex constructs. They are fluid and continually negotiated through our lived experiences and relationships.
Identity is also anchored in stories: We are shaped by the stories we live in and live by. For instance, as a child, my three names—Olabisi, Abike and Oluwaremilekun—communicated deep cultural and emotional significance. They continue to reflect blessings, cherished presence and ancestral continuity.
These names are not mere labels but narrative anchors that shape my sense of self and my relationship with others. As a narrative inquirer, I have explored my multiple identities as a doctoral student, a nurse, a mother, a daughter, a granddaughter, an instructor, an immigrant and a Black woman. I have also reflected on how my Yoruba heritage and my grandmother's teachings laid the foundation for my formal education and career as a teacher.
Now, as a professor, I realize how my relationship with my grandmother also shapes my worldview. She helped me learn that optimal learning flourishes in environments of support, empathy, courage and moral instruction. I have examined how identities are nested within cultural, familial and institutional narratives.
These identities, while deeply enriching, sometimes generated internal tensions. As I reflected on my own stories and analyzed them for patterns, I began to inquire into the stories and experiences of other international nursing students. My exploration unpacked a persistent gap between institutional equity, diversity and inclusion (EDI) commitments and the lived realities of Canadian higher education.
International students have diverse social, historical, political, cultural and educational backgrounds that shape their complex identity negotiations. My findings indicate that international students face significant challenges as they navigate these intersecting identities. My inquiry reflected existing research that outlines the experiences of international graduate nursing students, including systemic racism, marginalization and structural barriers, particularly for students of color.
Extract — continue reading at the source.
