The professional development, mentoring, and induction of faculty of color are critical, given that they prepare education leaders and workers across educational contexts. In this article, we juxtapose the unique experiences of faculty of color with a critical review of impostor syndrome and other psychosocial stress disorders, as these phenomena potentially contribute to disparate trends among oppressed groups. Research suggests that faculty and scholars of color potentially reproduce impostor syndrome among school administrators, educational leaders, and the faculty they train. We cluster implications in five general areas of practice.
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