Breaking Barriers: Overcoming Imposter Syndrome for Career Success Among Hispanic Postsecondary Learners

Abstract The purpose of this chapter is to focus on the importance of utilizing Navigational Capital by students to maneuver through the Imposter Syndrome they face while studying in a higher education institution. While there are behavioral, affective, and cognitive elements involved with capital discourse in the classroom for underrepresented racial ethnic minorities’ (URMs), researchers believe that the imposter phenomenon is an indication of poor performance and adjustment. Hence, it is important for employers and corporations to explore how Hispanic learners in postsecondary setting can maneuver through challenges by employing the Navigational Capital in college, and how they develop Imposter Syndrome in their life and why it is important to address them. As a result, this chapter’s comprehensive findings would help future employers and workers to understand the ways URMs, especially Hispanic students, can achieve student success by overcoming the challenges they face in their college life and career.