Date

8-6-2025

Department

Rawlings School of Divinity

Degree

Doctor of Education in Christian Leadership (EdD)

Chair

Don Bosch

Keywords

WOC, impostor syndrome, PWI, education, black women, women of color, predominantly white institutions, spirituality, superficial DEI efforts, tokenism, emotional regulation

Disciplines

Educational Leadership

Abstract

This qualitative phenomenological study explored the emotional, spiritual, and physical ramifications of impostor syndrome on women of color in leadership roles within predominantly white institutions using social cognitive theory. The impostor syndrome was coined in 1978 by psychologists Suzanne Inmes and Pauline Rose Clance (Clance & Imes, 1978, p. 241). It is the experience of individuals who, despite possessing the qualifications for esteemed positions, attribute their achievements to sheer luck. Benefitting from diverse social and organizational theories, including achievement goal theory and social identity theory, this study draws on social cognitive theory. It illustrates the multifaceted impact of environmental, behavioral, personal, and cognitive factors on the pervasive sense of being an impostor. Focusing on the intersectionality of women of color in predominantly white institutions, this research illustrated the psychological effects of the environment on outcome expectations. It also investigated how women of color learn, self-regulate when grappling with feelings of impostor syndrome, and navigate moral disengagement. The research offers insights into the intricate dynamics surrounding impostor syndrome, particularly for women of color in such leadership positions.

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