Imposter Syndrome’s Impact on Latine College Students During Transformative Times

Abstract

ABSTRACT Using LatCrit Theory, I explored how 14 Latine college students experienced imposter syndrome during a period of transition that impacted and influenced their educational experience. Findings highlight three key themes: 1) My academic success was not because of me, 2) A brief hold on imposter syndrome, and 3) Having a sense of agency when navigating imposter syndrome. I conclude with a discussion and implications where I share tangible practices and strategies to help administrators, faculty, and student affairs professionals understand support and engage Latine college students.