English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Immigration policies in the Global North often prioritize migrants based on professional qualifications, leading to a reliance on the labour of “highly-skilled migrants” (HSM), especially in Science, Technology, Engineering, and Math (STEM). Yet, the workplace experiences of HSM have been understudied, including in higher education. Based on 50 interviews with STEM faculty in Hawai‘i, we identified that HSM faculty held distinct ways of negotiating employment circumstances that were categorically different than Hawai‘i or U.S.-born faculty. While some HSM expressed feelings of inclusion in their multi-ethnic workplace, others shared stories of bias and discrimination. To untangle this divergence, we conceptualize the professional workplace in Hawai‘i as one shaped by histories of occupation and migration. Using “ethnic embodiment” (Retsikas) and Hill-Collins’ “outsider within”, our analysis contributes to scholarship on the career pathways of HSM, as we consider how histories of place can influence perceptions of ethnic and racial belongingness.

“I have an accent, so people know I’m not from here”: a racial and ethnic analysis of international STEM faculty in Hawai‘i