From Ideal to Real: The Impact of Study Abroad on the Identity of Saudi Women in Australia

Abstract

Saudi women’s voices often go muted, neglected, or misrepresented within their society and around the world. This, among other reasons, has resulted in their narratives being largely absent from study abroad literature. This research study was undertaken in response to a paucity of research that explores the identity of Saudi women while studying abroad. At its heart is a consideration of the role of religion and culture in supporting or hindering Saudi women as they go by their lives before and during their time abroad. This study explores the participants’ religious and cultural relationship that they had with English, and English-speaking countries before study abroad, the development of their identities, beliefs and practices during their time in Australia, and the role religious and cultural beliefs and positioning played in this development. This study also discusses how these women believed that this experience would shape their future goals, relationships, and their country. Informed by Davies and Harré (1990) and Harré and van Langenhove’s (1999) understandings of positioning, Norton’s (2001) concept of imagined communities, Norton Peirce’s (1995) concept of investment, SLA and language identity theories, and using a qualitative approach; case study, which was informed by a pilot questionnaire, this study investigate the SA experiences of Saudi women. approach It explore how four Saudi women, coming from different backgrounds, experienced studying and living abroad, and understood who they are and who they want to be. The central story behind the Saudi women’s narrative accounts of being abroad and away from the constrains of their society and equipped with English language was a significant turning point in their lives, describing study abroad and learning English as opening doors to meaningful experiences as they negotiated their identities and creatively adapted to their new environment and positions. They reported more confidence, independence and intercultural growth. The results suggested a strong new understanding of the national and religious identity of the participants. The study also highlighted how English language was a tool that helped them to understand religious texts differently and strengthen their religious identity in a different way. It also showed how Islam is being understood and differentiated from the cultural and social practices. Most importantly the results revealed that though some participants who are still performing their traditional roles and holding on to their previous beliefs and values, nevertheless, experience a change in their views and perceptions. They started questioning these roles and acknowledging their limitations in the Saudi society. It is important to note that the participants of this study negotiated their identity through their religion by reinterpreting Islamic teaching, i.e., Islamic feminism, and learning English language and using it to access different cultures and as a way to provoke change (within themselves, their family and the Saudi society). The overall findings revealed that studying abroad was fundamental to Saudi women, to find their own voices and become active agents in re-writing their future narratives of faith, hope, independence, and agency.