In the realm of higher education, the issue of language barriers among international students transcends mere linguistic challenges; it represents a multifaceted hurdle with profound implications for their academic journey. For Arab women pursuing doctoral studies in the UK, this challenge is particularly pronounced, as they grapple not only with mastering English as an additional language but also with navigating the intricacies of academic discourse and engaging in scholarly debates within a non-native linguistic and cultural context (Badwan, 2021). This paper delves into the intricate relationship between language barriers, gender dynamics, and epistemic justice faced by Arab women doctoral students. Drawing on feminist theory (Bell, 2016) and epistemology of resistance (Medina, 2013), the study seeks to unravel the nuanced challenges these women encounter in accessing knowledge and participating in academic discourse within the British higher education landscape. Central to this exploration is the recognition of the intersectionality of gender, ethnicity, religion, and nationality, which further complicates their academic journey. Gendered expectations and cultural norms impose unique pressures on Arab women doctoral students, influencing their confidence levels, assertiveness in academic settings, and access to support networks. Stereotypes and biases rooted in ethnicity and gender may further marginalise these women, hindering their ability to fully participate and thrive within academic communities. Moreover, issues of equity in knowledge access loom large, with limited representation in academic leadership and research positions restricting their access to mentorship, funding opportunities, and institutional support (Okan, 2019). To unpack these complexities, the study adopts a qualitative approach, gathering insights from semi-structured interviews with 15 Arab women doctoral students in British universities. Thematic analysis illuminates 3 key research questions surrounding language barriers, access to epistemic justice, and the gendered dimensions of their experiences. By providing a platform for these voices to be heard, the research sheds light on the intersecting challenges faced by international Arab women students and contributes to a deeper understanding of language barriers in doctoral education. In advocating for inclusive practices, the paper calls for targeted interventions that transcend essentialism and coloniality in language (Gabriel & Tate, 2017). It underscores the importance of raising awareness, fostering solidarity, and promoting activism within academic communities to create a more just and accessible educational environment for all. Ultimately, by recognising and addressing the intersecting challenges faced by Arab women doctoral students, universities can take significant strides towards fostering a more equitable and inclusive academic landscape.

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