Lifelong Learn. 2026, 16, 61-85
Authenticity in Women’s Academic Careers (A Narrative Perspective)
Authenticity within the academic environment represents an under-researched aspect of professional development. This article aims to understand how female academics in the social sciences thematize authenticity within their careers. The theoretical framework integrates the Kaleidoscope Career Model with the adult learning perspective (experiential, reflective, and social dimensions), serving as an analytical lens for interpreting professional narratives. The empirical foundation consists of a qualitative narrative-biographical study of seven Czech female academics. Findings indicate that authenticity is articulated primarily in connection with intellectual work, field-building, intergenerational relationships, and a focus on social contribution; The study contributes to the understanding of academic careers by offering an empirically grounded conception of authenticity as a contextually fluid, interpreted phenomenon, while demonstrating the analytical potential of adult learning dimensions for investigating academic identity.
Keywords
authenticity, academic career, adult learning, Kaleidoscope Career Model, narrative analysis, female academics.
