Journal of Research in Science, Mathematics and Technology Education

Navigating Science Research: The Past and Present of Global South International Graduate Students Lived Experiences

Emmanuel Sepúlveda Guzmán 1 *
1 University of Texas at El Paso* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 9, Issue SI, June 2026, pp. 137-160
OPEN ACCESS VIEWS: 32 DOWNLOADS: 18 Publication date: 15 Jun 2026
ABSTRACT
Epistemic injustices occur when certain people or forms of knowledge are unfairly undervalued because power dynamics distort which ideas are heard and taken seriously. This phenomenological study explores the research experiences of seven international graduate students (IGS) from the Global South who are involved in science research at a Southwest university. The exploration focuses on students’ past and present as they engage with dominant norms and knowledge systems in scientific research. The past corresponds to participants’ prior experiences in their home country; the present includes their experiences in their host country; together, these experiences shape implications for their epistemic self and institution. This exploration was achieved through a semi-structured interview, following a phenomenological approach. I delved into students’ subjective consciousness and unique judgments about what constitutes justice and injustice in their experiences. Findings indicate how participants engage in research by bridging their present and past experiences. Furthermore, findings suggest that epistemic participatory injustices experienced by participants in their prior research experiences and now in their host country call for a reflection on the effect of coloniality in doctoral programs in the US and abroad.
KEYWORDS
Epistemic Injustice, Global South Higher Education, International Students, Science Education.
CITATION (APA)
Sepúlveda Guzmán, E. (2026). Navigating Science Research: The Past and Present of Global South International Graduate Students Lived Experiences. Journal of Research in Science, Mathematics and Technology Education, 9(SI), 137-160. https://doi.org/10.31756/jrsmte.516SI
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