Navigating international career identity in US higher education: experiences of multilingual scholars in adult education and human resource development

Purpose The purpose of this phenomenological study is to understand how multilingual, tenured and tenure-track faculty who hold positions in human resource development (HRD) and/or adult education (AE) programs in the USA make meaning of their career identity. Design/methodology/approach Twelve multilingual faculty members (three US-born and nine international faculty members) were interviewed, and their curricula vitae (CVs) were examined for information regarding multilingual literacy and its application. Findings For the participants, being multilingual also means being multicultural and having an international identity and navigating these careers is a balancing act in the US context. Originality/value The originality of this study comes from its interdisciplinary nature, focusing on the intersection of career identity, multilingualism and multiculturalism in the US context.