Reclaiming & reasserting Third World womanhoods in U.S. higher education

This study combines narrative inquiry with Third World feminism to bring a nuanced and scopic perspective of Third World women student experiences in US higher education. Specifically, it utilises Talpade Mohanty's concept of Third World womanhood to visibilise the experiences of five Third World international female students. Understanding womanhood as transnationally fluid and contextual, I investigate how women international students from the Third World perceive themselves to be misrepresented or homogenised in Western higher education. I also examine how gender and foreignness act as dynamic, interrelated categories in doubly‐othering this population. The purpose is to identify how Third World women students enact agency and contest reductive stereotypes. Findings reveal that Third World women students confront a range of exclusions in the US university, including being typecast as poor, needy, and civilisationally lacking, which predicates the (over‐) representation of Third World women as constrained and backward. Third World feminism emerges as a powerful intervention to unsettle colonial and oriental discourses in education and empower minoritised women to determinate selfhood.