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This paper aims to investigate how and when visual referents in brand visual aesthetics (i.e. colours, shapes, patterns and materials) serve as design applications that enable consumer diasporic identity.

This paper uses an innovative methodology that triangulates 58 in-depth interviews with diasporic consumers, 9 interviews with brand managers and designers and a visual analysis of brands (food retailer, spices and nuts, skincare, hair and cosmetics, ice cream and wine) to provide a view of the phenomenon from multiple perspectives.

This study illustrates how and when particular applications and compositions of product and design referents support diasporic identity for Middle Eastern consumers living outside the Middle East. Specifically, it illustrates how the design applications of harmonising (applying separate ancestral homeland and culture of living product and design referents simultaneously), homaging (departing from the culture of living product and design referents with a subtle tribute to ancestral homeland culture) and heritaging (departing from the ancestral homeland culture product and design referents with slight updates to a culture of living style) can enable diasporic identity in particular social situations.

Although applied to the Middle Eastern diaspora, this research opens up interesting avenues for future research that assesses diasporic consumers’ responses to brands seeking to use visual design to engage with this market. Moreover, future research should explore these design applications in relation to issues of cultural appreciation and appropriation.

The hybrid design compositions identified in this study can provide brand managers with practical tools for navigating the design process when targeting a diasporic segment. The design applications and their consequences are discussed while visually demonstrating how they can be crafted.

While previous research mainly focused on how consumption from the ancestral homeland occurred, to the best of the authors’ knowledge, this study is the first to examine how hybrid design compositions that combine a diaspora’s ancestral homeland culture and their culture of living simultaneously and to varying degrees resonate with diasporic consumers.

Romanian women migrant entrepreneurs (RWMEs) are amongst the largest EU migrant communities in the UK and make significant socioeconomic contributions to both their host and origin nations, but academic research and policy discussions have ignored them. Intersectionality raises complex contextual issues that require comprehensive examination and inclusive policies and programmes. This study is aimed at exploring how Romanian women migrant entrepreneurs experience their transnational intersectional journeys of belonging, as they create, negotiate and enact their intersectional identities of the country of origin, gender and being entrepreneurs in the UK and Romania.

This Interpretative Phenomenological Analysis (IPA) draws on draws upon Crenshaw's (1991) intersectional and Social Identity theories (Tajfel and Turner, 1979) to investigate how nine interviewed RWMEs have experienced their transnational journeys of acculturative belonging in the UK and Romania.

The study findings show how RWMEs undo and negotiate their intersecting identities to adhere to socio-cultural standards in both their host and native nations. In the UK, they feel empowered as women entrepreneurs, but in patriarchal Romania, their entrepreneurial identity is revoked, contradicting the prescribed socio-cultural roles.

This study responds to the call regarding inequalities in entrepreneurship opportunities (Vershinina et al., 2022). By focussing on the understudied community of RWMEs and exploring new intersectional and transnational contextual insights, it contributes to the literature and practice of migrant entrepreneurship. These empirical findings are essential for the development of evidence-based, disaggregated entrepreneurship programmes and policies.

This study responds to the call regarding inequalities in entrepreneurship opportunities (Vershinina et al., 2022). By focussing on the understudied community of RWMEs and exploring new intersectional and transnational contextual insights, it contributes to the literature and practice of migrant entrepreneurship. These empirical findings are essential for the development of evidence-based, disaggregated entrepreneurship programmes and policies.

This paper aims to explore Chinese female international students’ construction of global citizenship identity by examining their accumulation of cultural capital in different forms from transnational higher education in the UK.

Participant observations and in-depth semi-structured interviews were conducted with Chinese female international students at a British university to explore their experiences with transnational higher education, cultural identities, the construction of global citizenship and perceived future job opportunities.

In this research, participants revealed that accessing a global elite university helps them accumulate institutionalised cultural capital. Embodied cultural cultivation acquired from transnational higher education is justified by students’ experiences in the context of transnational higher education. Rising confidence is shown by the participants’ narration and global-oriented awareness, which is their ability to understand and respect people from diverse cultural backgrounds, which was developed during their studies in the UK. However, they still realise the potentially difficult conversion of cultural capital to real job competitiveness. Recognition of global citizenship identity may be complicated if students plan to return home after studying.

This study provides further insight into the single-child generation of globally mobile Chinese female international students. Participants were aware of the positive accumulation of cultural capital in its embodied and institutionalised forms obtained from the UK higher education system and its contribution to the construction of global citizenship identity. However, the newly constructed global citizenship identity remains complex. Participants question the extent to which the new identity fits into the Chinese social context if they decide to return home.

To the best of the author’s knowledge, the originality of the paper lies in expanding the global citizenship framework with the specific application of Bourdieu’s theory of cultural capital to show Chinese female international students’ study experiences in UK transnational higher education, rather than addressing the Chinese international student experience in general.

This paper contributes to the development of an enhanced understanding of the breakout strategies of immigrant entrepreneurs within a transnational context. It develops a dynamic notion of breakout by placing it within a wider understanding of immigrant entrepreneurial strategy characterised by multifocal embeddedness within transnational space.

This study adopted a qualitative research methodological approach. In-depth interviews were completed with 30 first- and second-generation UK-based Nigerian entrepreneurs and key informants, to provide data on business growth strategies of individual immigrant entrepreneurs in the context of opportunity structures across host, home and third countries.

Nigerian immigrant entrepreneurs adopted distinctive entrepreneurial strategies related to the complex and diverse transnational context within which they were embedded. Findings demonstrated how the realisation of diversification and differentiation strategies was particularly influenced by locational and spatial strategies, the specific contextual embeddedness of the entrepreneur and generational differences across entrepreneurs.

Conceptualising immigrant entrepreneurship from a standpoint of transnational, multifocal embeddedness produces a complex and multi-layered understanding of business breakout as a dynamic process. Drawing together the unifocal, bifocal and multifocal dimensions of embeddedness with findings on the breakout strategies being pursued by immigrant entrepreneurs, an original typology is presented which identifies different approaches to breakout across varied contexts. This has significant policy and practice implications for the content, targeting and access of business support and wider social issues, relating to the identities, social mobility and integration of immigrant entrepreneurs.

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

This chapter examines the lifestyles of upper-middle- and upper-class return migrant parents and youth living in Bangalore, a city in southwest India. It does so by addressing the following questions: What benefits do return migrant parents see in raising their children within their country of ethnic origin? What are the experiences of youth who grow up within their country of ethnic origin? I answer these questions by analysing 95 conversations with return migrant parents and their children, as well as alumni of Bangalore-based high schools. Building upon literature related to parenting, social class and racial-ethnic socialisation, I discuss parents' efforts to produce children who have the skills needed to succeed within the twenty-first-century global economy, and how the youth experience these child-rearing practices.

Identity, positioning and possibilities intersect differently for South Asian women in white academia. Within a broader migrant community that defines Australian life, these identities and positioning imply great possibility, but pursuing such pathways within academia is a walk on the last strand of resilience. This paper explores this tension of possibilities and constraints, using hope theory to highlight the cognitive resistance evident in the narratives of three South Asian women in Australian academia.

The authors use collaborative autoethnography to share their narratives of working in Australian universities at three different stages of careers, utilising Snyder's model of hope theory to interrogate their own goal-setting behaviours, pathways and agentic thinking.

The authors propose that hope as a cognitive state informs resistance and enables aspirations to contribute within academia in meaningful ways whilst navigating the terrain of inequitable structures.

The authors' use of hope theory as a lens on the intersectional experiences of career making, building and progression is a new contribution to scholarship on marginalised women in white academe and the ways in which the pathways of resistance are identified.

This study aims to integrate entrepreneurship theories and acculturation perspectives into a unified lens to understand opportunity development by transnational entrepreneurs (TNEs).

This study uses a conceptual method, considering how acculturation strategies of TNEs influence cross-cultural arbitrage.

We develop six propositions that define how acculturation strategies relate to different levels of cultural embeddedness of transnational entrepreneurs and ultimately influence the process by which the entrepreneur engages in cross-cultural arbitrage.

We are one of the first to integrate the sociology of immigrants with entrepreneurship to better understand how TNEs engage in cross-cultural arbitrage.

Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy.

The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this study found patterns and themes from the interview data.

The findings of this study suggest Chinese parents named their US school-aged children by taking into consideration of both Mandarin and English linguistic features, traditional and pop culture and the transnational identity of their children.

The findings of this study can help teachers and teacher educators better understand the naming traditions of Chinese American families and connect these traditions to literacy instruction in the classroom. This study proposes practical suggestions suitable for both monolingual and multilingual students to explore all children’s names and help build inclusive, culturally sustaining classrooms.