Abstract
The purpose of this study is to examine how Latinas and their intersectional identities shape their experiences in higher education leadership, specifically with regard to whether or not they experience Impostor Phenomenon. The representation of Latinas at the top tiers of leadership is critical in higher education institutions where leadership should be reflective of the student population. However, Latinas are still not being represented in higher education leadership and have difficulty climbing up the leadership pipeline. Impostor Phenomenon refers to an internal experience characterized by intellectual phoniness and an inability to internalize success (Clance & Imes, 1978). Impostor Phenomenon has been noted as a common experience among female leaders with professional and academic achievement, often hindering their ability to maximize their potential as leaders. While IP has been vastly researched as a gendered experience, the initial and preceding research was largely formed around experiences of white women, and not inclusive of underrepresented groups. The gap in research has particularly overlooked Latinas as a group, and there is little research that has focused on their experiences. The study utilized narrative inquiry as its methodology. To deepen the understanding of Latinas in higher education leadership, the design of the study is qualitative, consisting of in-depth, one-on-one, and semi-structured interviews. Seven Latinas in higher education leadership were interviewed. The questions posed analyzed the experiences of Latinas in leadership positions by examining if they had IP characteristics, experiences in higher education leadership, and their intersectional identities. Characteristics of Impostor Phenomenon were identified in five of the seven participants. The findings gathered in this study necessitate complex understandings of Impostor Phenomenon as not only being a gendered phenomenon but also affected by race, socioeconomic status, and other factors. Similarly, their experiences as leaders are influenced by their intersectional identities, which inform the way they carry out their work, view and enact leadership, and perceive themselves within the system of higher education. Latinas utilized mentorship and counterstories to resist deficit ideologies and characteristics of Impostor Phenomenon.