Date of Conferral
11-11-2025
Date of Award
November 2025
Degree
Ph.D.
School
Psychology
Advisor
Ethel Perry
Abstract
This qualitative phenomenological study explored the unique challenges faced by women of color professors in higher education, who often experience imposter syndrome due to systemic barriers and underrepresentation. The purpose of this study was to gain an in-depth understanding of how these professors experienced and made meaning of imposter syndrome in academic settings. The central research question examined the meaning of imposter syndrome among women of color professors in higher education. This study was grounded in intersectionality and self-determination theory, which provided frameworks for understanding how multiple identities influenced feelings of inadequacy and professional identity. Participants included 12 women of color who had taught for at least 1 year in higher education. Data were collected through semistructured interviews and analyzed using Giorgi’s descriptive phenomenological method, which involved identifying and transforming meaning units to derive an overarching structure of the experience. Findings revealed that participants experienced compounded discrimination, invisibility, and perfectionistic pressures that intensified imposter feelings despite high levels of achievement. The results highlight the need for institutional support systems that recognize and address these challenges. Ultimately, the study contributes to positive social change by informing policies and practices that foster inclusive academic environments, improve faculty retention, and empower marginalized voices within higher education.
Recommended Citation
Hooker, Adrianna Marie, "The Lived Experiences of Imposter Syndrome Among Women of Color Professors in Higher Education" (2025). Walden Dissertations and Doctoral Studies. 18733.
https://scholarworks.waldenu.edu/dissertations/18733
