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.
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.
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.
The originality of this study comes from its interdisciplinary nature, focusing on the intersection of career identity, multilingualism and multiculturalism in the US context.
