Impostorization of Latinx scholars: it's a real "thing"

Purpose: Through the accounts of Latinx scholars in academia, this article provides an understanding of “impostorization”, which refers to the policies, practices and seemingly innocuous interactions in the environment that make (or intend to make) individuals question their intelligence, competence and sense of belonging in the positions that they occupy. Design/methodology/approach: Thirteen semi-structured interviews of Latinx doctoral students and faculty were conducted via zoom. Participants were asked about their doctoral degree pursuits, interactions with peers and faculty and feelings of belongingness. Findings: The experiences of Latinx scholars demonstrate that language bias, microinvalidations, inequitable funding, biased course evaluations, gatekeeping admissions practices and “glass cliff” are among the interpersonal- and institutional-level triggers of impostor feelings. Research limitations/implications: While the present article drew on the experiences of a small sample of Latinx academics, the findings suggest that impostorization is a more insidious issue than impostor syndrome. Practical implications: Left unaddressed, impostorization may lead to greater turnover among Latinx academics and widen the already significant gap in faculty–student representation in postsecondary education. Originality/value: The findings demonstrate that the feelings of inadequacy and fears that are considered symptoms of impostor syndrome are in reality, the effects of policies, practices and seemingly innocuous interactions in organizations, including academia. This article changes the narrative from “it’s a you” issue (impostor syndrome) to “it’s an organizational” issue (impostorization).