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Educated Latinas Experiencing Impostor Phenomenon and Multiple Microaggressions in the Professional World

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Educated Latinas Experiencing Impostor Phenomenon and Multiple Microaggressions in the Professional World YOU MADE IT, ARE YOU STILL FACING IT? EDUCATED LATINAS EXPERIENCING IMPOSTOR PHENOMENON AND MULTIPLE MICROAGGRESSIONS IN THE PROFESSIONAL WORLD Isabel Acosta B.A., California State University, Sacramento M.A., California State University, Sacramento DISSERTATION Submitted in partial fulfillment of the requirement for the degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2020 Copyright © 2020 Isabel Acosta All rights reserved ii YOU MADE IT, ARE YOU STILL FACING IT? EDUCATED LATINAS EXPERIENCING IMPOSTOR PHENOMENON AND MULTIPLE MICROAGGRESSIONS IN THE PROFESSIONAL WORLD A Dissertation by Isabel Acosta Approved by Dissertation Committee: Rose Borunda, Ed.D., Chair José Cintron, Ph.D. Sarah Jouganatos, Ed.D. SPRING 2020 iii YOU MADE IT, ARE YOU STILL FACING IT? EDUCATED LATINAS EXPERIENCING IMPOSTOR PHENOMENON AND MULTIPLE MICROAGGRESSIONS IN THE PROFESSIONAL WORLD Student: Isabel Acosta I certify that this student has met the requirements for format contained in the University format manual, and that this dissertation is suitable for electronic submission to the library and credit is to be awarded for the dissertation. , Graduate Coordinator Rose Borunda, Ed.D. Date iv DEDICATION To the amazing educators who were my supervisors while I was a clerk in the Grant Joint Union High School District/Twin Rivers USD. Thank you! You helped me find my purpose in life; you saw something in me that I never saw in myself. To Dr. Diann Kitamura and Rudy Puente, thank you for sitting me down and telling me at the age of 23 that I had potential and needed to return to school to become a teacher or a lawyer (Rudy). You encouraged me to return to community college and at least take a couple of classes; you even let me leave work early to attend class. You two were there for me through it all, thank you. To Dr. Shelley Holt, Anna Trunnell, Larry Tosta, Brenda Kendall, and Dayna Russell, for supporting me while I worked as your clerk and went to school. For letting me make up my work hours at night and on the weekends so I could miss work during the day to attend class and still be able to provide for my family. Brenda and Shelley, thank you for your support; you never questioned my work ethic nor my school schedule. Thank you for trusting me and giving me the example that a woman can do anything she sets her heart out to do. Larry, you always looked out for me. You helped me get my new schedule board approved to protect me and you helped me find a school to do my student teaching at. You always encouraged me and provided guidance and words of wisdom. Thank you for watching out for me boss man. Anna and Dayna, thank you for always being such great friends. I learned the importance of being a hard- working momma and how to be a compassionate and collaborative leader from the two of you. You loved my family and through it all, your families became my family. It’s an honor to be your friend. Diann, Anna and Dayna, Ismael and I will forever be grateful v for you. In our lowest and hardest moments, you were there for us. When we lost everything, you wrote checks to help us complete our rent or a car payment and gave us time to pay you back. You kindly and willingly helped us and encouraged us through the hardest time of our lives; for that, we are forever grateful. You have instilled in me the importance of helping others because you never know what God can do with someone if they have someone who is willing to extend a hand to them. To all seven of you, thank you for believing in me. Now, years later, I am so grateful to call all of you my friends and mentors. Thank you. You meet thousands of people, and none of them really touch you. And then you meet one person (7 to be exact), and your life is changed. – Anonymous vi ACKNOWLEDGMENTS First, I want to thank my husband, my best friend, my Melon, Ismael. Ever since we were 17, you have been my biggest supporter and 19 years later, your encouragement and love has helped me make it this far. In these past three years, you sacrificed career opportunities and life experiences so I could complete this journey because you knew what this meant for us! This is our accomplishment; together we made something of ourselves, the type of people and professionals that our kids could look up to. I am grateful for you! I am also grateful for all of the extra responsibilities you took on these past three years so I could complete such endeavor. Thank you for attempting to stay up late with me, for listening to me when I was overwhelmed, and for giving me a swift kick in the butt whenever I wanted to quit. I love you and appreciate you more than words could say. Te amo, Melon! También quiero agradecerle a mis padres, hermanas y hermanos, a mis suegros, cuñadas y cuñados por su amor y apoyo. Su apoyo y ayuda ha sido de gran bendición para mí. I hope I have made you proud! I would also like to thank Dr. Borunda, Dr. Cintron, and Dr. Jouganatos for being on my committee. I chose you because you have made an impact in my life and I wanted you to be a part of this journey in my life. Thank you for being torchbearers in my life and for your belief in what I could become. Lastly, I want to thank Cohort 11 for the memories; specifically Noehly, David, Nate and Adelma who were my support group during these three years! I love you people! I could not have done it without you! vii CURRICULUM VITAE Education EDD, California State University, Sacramento, 2020 California Administrative Credential, California State University, Sacramento, 2018 MA, Bilingual Multicultural Education, California State University, Sacramento, 2015 California Teaching Credential, Single Subject, California State University, Sacramento, 2011 BA, Spanish with Minor in Education, California State University, Sacramento, 2010 AA, Liberal Arts, American River College, 2008 Professional Employment Vice Principal, Pioneer K-8, Twin Rivers Unified School District July 2018 – Present Activities Director Administrator, Grant Union High School, Twin Rivers USD 2016-2018 Secondary Teacher, Spanish, English Language Development, and Leadership, Grant Union High School, Twin Rivers USD 2011-2016 Field of Study P-12 Educational Leadership viii Abstract of YOU MADE IT, ARE YOU STILL FACING IT? EDUCATED LATINAS EXPERIENCING IMPOSTOR PHENOMENON AND MULTIPLE MICROAGGRESSIONS IN THE PROFESSIONAL WORLD by Isabel Acosta With the growth in the Latinx population in the United States, research on the Latinx experience has become essential. In the United States, 2% of the population holds doctoral degrees and 0.6% of those degrees are held by Latinx (U.S. Census Bureau, 2018a). In the subcategory of Women with doctorates, Latinas hold the lowest percentage of doctorates, 7.3%, despite being the largest minority group in the United States (National Center of Education Statistics, 2016). This research examined the professional experiences of Latinas with doctorates, specifically the internal conflict of Impostor Phenomenon (IP; Clance, 1985) and the external conflict of microaggressions in the workplace. The findings suggest that 91.6% of the Latinas in this research experience moderate to intense feelings of IP. The findings also suggested that the Latinas in this research are susceptible to microaggressions based on the intersectionality of their identity, such as age, gender, and race/ethnic identity. This study uses the constructs of intersectionality, social dominance, and cultural community wealth as theoretical lenses through which to view these educated Latinas’ experience with IP, microaggressions, and the psychological and physical effects of such internal and external conflicts. The study also highlights the selfless reasons why these Latinas continue to thrive despite their ix experiences with IP and microaggressions. Overall, this study extends the view of Latinas with IP and microaggressions to their experience after graduate school. Recommendations for practice and future research and implications are discussed. x TABLE OF CONTENTS Page Dedication ............................................................................................................................v Acknowledgments............................................................................................................. vii Curriculum Vitae ............................................................................................................. viii List of Tables ................................................................................................................... xiii List of Figures .................................................................................................................. xiv Chapter 1. INTRODUCTION .........................................................................................................1 Racism in America .........................................................................................................2 Gender Inequality...........................................................................................................7 Statement of the Problem .............................................................................................13 Nature of the Study ......................................................................................................15 Theoretical Framework ................................................................................................16 Operational Definitions ................................................................................................17
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