Breaking Barriers in Women's Education: An Autoethnographic Exploration of Storytelling, Global Sisterhood, and Transformative Growth in ALIMAH International

• In Event: Roundtable Session 1
  In Refereed Roundtable Session: Sharing the mist: An interdisciplinary journey of international women doctoral students

Proposal

This autoethnographic study explores the transformative power of storytelling and co-cultural communication, rooted in my personal journey within ALIMAH International, a cross-border, cross-cultural sisterhood of PhD candidates. Guided by my parents’ philosophy that education extends beyond the classroom to encompass the lessons of the world, I joined ALIMAH seeking knowledge sharing and sisterhood from other participants. In this space, I found a nurturing environment where authenticity was embraced, whether I needed to speak or simply be present.
As a Black woman who is a first-generation immigrant and college graduate, my journey through traditional education and life’s broader lessons is deeply intertwined with my identity and place in society. My experiences have been shaped by the intersections of race, gender, and immigration status, influencing how I navigate spaces of learning and opportunity. Each step of my educational journey has included not only the challenges associated with being a woman of color in a predominantly white academic institution but also the resilience required to overcome societal barriers rooted in systemic inequities. My status as an immigrant adds another layer of complexity, as I’ve had to reconcile multiple cultural identities while striving to excel in a system that often overlooks the unique struggles of individuals like myself. Also navigating immigration policies to ensure my access to adequate education. These intertwined experiences have not only fueled my commitment to education and social justice but also inspired me to advocate for others who share similar paths.
Women's education globally is a critical driver of social and economic development, yet significant disparities remain. Access to education for women and girls, particularly in low-income and conflict-affected regions, is often hindered by barriers such as poverty, gender-based violence, cultural norms, and inadequate infrastructure.Globally, efforts are being made to close the gender gap in education through policy reforms, community-driven initiatives, and international collaborations, emphasizing the need for inclusive, quality education for women and girls everywhere.
The common threads of race, gender, and personal struggles bound us together, despite being at different stages of our academic journeys, living on different continents, and navigating diverse cultural traditions. I joined ALIMAH a few months before defending my PhD dissertation, and in many ways, the group prepared me for both my defense and life after graduation. Intentional conversations with education experts and PhD holders within ALIMAH offered more than just support—it became a space for reflexivity and transformative growth, where our collective stories, challenges, and successes intertwined. We were not just sharing knowledge; we were crafting a narrative that transcended borders, breaking down silos, and allowing our voices to resonate beyond our individual worlds.
This study illustrates the symbiotic autoethnography that emerged from our interactions, underscoring the interconnectedness of our experiences. The reflexive dialogue, interpretative analysis of shared narratives, and polyvocality of our voices reveal the transformative potential of this collective endeavor. Through ALIMAH, I have found a platform for creating change, one story at a time, reflecting our commitment to not just understanding the world but also shaping it

Author

• Emmerline Nelson-Rogers, Obama Foundation