Who stays, and at what cost - lived experiences of faculty from equity-seeking groups

Universities have increasingly adopted equity, diversity and inclusion initiatives, yet faculty from equity-seeking groups (e.g., racialized, Indigenous, women, and disabled scholars) continue to encounter barriers within academic institutions. This study explores how such faculty members enter academia and experience identity, belonging, professional growth, and institutional culture at a Canadian university. Guided by narrative inquiry, the researcher interviewed two tenure-track racialized research faculty members. Findings reveal that both participants navigated their careers with minimal formal support and relied on informal knowledge that was often absent. Identity and sense of belonging were shaped by the intersection of gender, race, social class, career stage, and generation. Their experience also challenged gendered assumptions about family caregiving. The study recommends that institutions confirm assigned mentorship is enacted, make informal institutional knowledge explicit, and recognize mentorship and service in faculty evaluation.