Supporting international women faculty in US institutions: Practice of the “We Hear, We Speak” learning community

Abstract

AbstractThis paper explores, from a practical perspective, the role, and potential outcomes of the We Hear, We Speak (WHWS) learning community in supporting international women faculty and promoting their personal and professional growth. Grounded in the principles of relational cultural theory (RCT), the WHWS community embodies the core practices of the learning community framework. Through its commitment to promoting success in academia, fostering mentoring relationships, and cultivating collaboration and productivity, the community is expected to empower international women faculty to thrive in the US academic realm. By providing a supportive and growth‐oriented space, the WHWS community is anticipated to encourage its members to excel in their academic pursuits. Furthermore, it is expected to not only facilitate the development of mentoring relationships but also promote collaboration and productivity, enabling its members to engage in meaningful partnerships and contribute to the organization's success. In sum, by integrating the principles of RCT and embracing the core practices of the learning community framework, this paper discusses the potential of implementing the WHWS community to foster personal and professional growth, benefiting both individuals and the organization as a whole.