The Impact of the Impostor Phenomenon on Tenured and Tenure-Track Black Women Instructional Faculty Within Community Colleges

• In Event: Interventions Influencing Student Sucess
  In Roundtable Session: Leadership Journeys in Higher Education

Abstract

A seat at the table within the ivory tower of higher education often brings extra challenges and concerns for Black women faculty that their White female and male colleagues do not face (Fries-Britt & Kelly, 2005; Gregory, 2001).  Not only do Black women faculty confront the gendered expectations that come with being a woman, they also experience challenges related to race (Cooper, 2006).  Although Black women faculty have made inroads into higher education despite historically systematic exclusion, challenges still exist for them and it has been argued that they face a tripartite level of oppression that includes classism in addition to racism and sexism (Gregory, 2001).  
The purpose of this qualitative interview study is to explore the impact of the Impostor Phenomenon on Black women in tenured and tenure-track instructional faculty roles within the California community college system and the strategies these women use to cope with and navigate through intrapersonal and interpersonal challenges that they encounter.  Turning a lens to the community college setting is important because these institutions play a role in the education of students of color and they are a solution to improving the American economy on a local, state, and national level (Dastmozd, 2014 April 6).   
This study explores the experiences of these Black women faculty members through a conceptual framework that combines the Impostor Phenomenon and Black Feminist Thought.  Clance and Imes (1978) define the Impostor Phenomenon as the strong feelings of inferiority and incompetence that some high-achieving women feel despite significant academic and personal achievements in their lives.  In addition, Black Feminist Thought speaks to the intersecting oppressions uniquely faced by Black women and the alternative practices and responses they use to foster individual and group empowerment (Collins, 2009).  Participants for the study were recruited via social media groups on Facebook and LinkedIn as well as the snowball method initiated through referrals.
In-depth, one-on-one interviews were the method of inquiry selected for this study for several reasons including that they are a way for participants to share and make sense of their experiences (Seidman, 2013) and they are a perfect method for participants who are articulate and not hesitant to speak about their experiences (Clark & Creswell, 2015). Interviews will provide perspective on these high-achieving tenured and tenure-track Black women faculty who have achieved a level of job security realized by few while fulfilling demanding instruction and service commitments in an environment historically created through a Eurocentric male lens.
The experiences of Black women within community colleges has been understudied.  Although literature exists on the challenges that Black Women face within higher education, existing studies primarily examine student experiences (Cokley, McClain, Enciso, & Martinez, 2013; Baker, 2013) and faculty-specific studies focus on professors within a four-year university setting (Alexander & Moore, 2007; Dancy & Brown, 2011; Trotman, 2009).  The results of this study will provide a much-needed voice within the literature for this historically marginalized population.

Author

• Janet L Robinson, Santa Monica College