Abstract
Utilizing a collaborative autoethnographic methodology (Chang, Ngunjiri, & Hernandez, 2016), this study investigates the mentoring activities of two transnational women, the advisor (Lisya) and the advise (Cristina) and Cristina’s transdisciplinary becoming during her dissertation writing process. Drawing on the principles of feminist rhetorics and politics of gender, this study seeks to answer two research questions: (i) How does gender play out in dissertation mentoring and doctoral writing? (ii)What identity intersections contribute to (or prevent from) constructing theoretical positioning in doctoral writing? The data come from Cristina’s dissertation journal, feedback provided for her dissertation proposal and the first two dissertation chapters, and finally, a discourse-based interview we conducted with one another. Through a thematic analysis of the data collected for 10 months, the findings illustrate three themes emerging from our mentoring relationship: 1) Our shared identity as multilingual and transnational women scholars help guide the mentoring experience in complex and unique ways; 2) Theoretical positioning and citation practices are complex academic literacy activities that involve gendered discoursal consciousness; and 3) Transdisciplinary becoming is a feminist issue, which is interconnected with different spheres of life.
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