Purpose This study aims to explore the higher education experiences of Young Australian Chinese Female Immigrants who emigrated during their formative years. It examines the interplay of cultural identity, peer influence and family expectations shaping their educational journeys, addressing a gap in research on this specific 1.5-generation population. Design/methodology/approach This pilot qualitative study used narrative inquiry with two participants recruited through purposive and snowball sampling. Semi-structured, in-depth interviews were conducted with two contrasting cases: one who withdrew from an undergraduate program and another pursuing a PhD data analysis was guided by positioning theory, examining reflexive and interactive positioning through thematic analysis. Findings Findings reveal ongoing identity negotiation shaped by bicultural family obligations, linguistic adaptation, gendered expectations and subtle institutional marginalisation. Family emerged as both constraint and facilitator, while peer networks provided crucial academic scaffolding. Participants experienced “double marginalisation” in predominantly white institutions, navigating stereotypes and the “perpetual foreigner” label throughout their academic journeys. Research limitations/implications As a pilot study with two participants, findings are not generalisable but offer analytically rich insights for future research. The small sample limits breadth, and narratives may be influenced by retrospective bias. However, the study provides a robust foundation for larger-scale investigations into 1.5-generation immigrant women’s higher education experiences in Australia. Practical implications Universities should implement culturally responsive mentoring programs pairing 1.5-generation women with bicultural staff, develop inclusive curricula challenging stereotypes and train counselling services to address dual pressures of family expectation and acculturation. Targeted outreach and accessible language assistance are essential for fostering genuine belonging and retention of migrant-background students. Social implications Neglecting 1.5-generation immigrant women’s potential risks “brain waste” and underutilisation of skilled talent in Australia’s migration-dependent economy. Supporting these students contributes to social justice, intergenerational family wellbeing and national equity goals, ensuring the full benefits of migration are realised for individuals, families and society. Originality/value This study introduces positioning theory as a novel analytic lens to examine 1.5-generation Chinese Australian women’s higher education experiences, a population previously subsumed within broader immigrant or international student categories. It offers new insights into how identity is dynamically co-constructed through reflexive and interactive positioning across family, peer and institutional contexts.
Li et al. (Sat,) studied this question.