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Social work education is guided by the Council of Social Work Education, which acknowledges the necessity of increased diversity in the curriculum, outlined in the second competency within their Educational Policy and Accreditation Standards (Council on Social Work Education, 2015). However, these ideals are not always fostered in the academic professional settings that Black and Latinx women faculty occupy. Critical Race Theory will be explored as a framework to better understand impostor syndrome and challenge the oppressive structures that uphold white supremacist ideals in social work education. This manuscript will offer structural recommendations to US-based social work institutions, including peer mentoring and the creation of brave spaces to mitigate impostor syndrome for Black and Latinx women social work faculty. In addition, the personal narratives of three female faculty of Color--two Black social work faculty and one Latinx faculty--will be presented to exemplify experiences of impostor syndrome through their professional social contexts. [ABSTRACT FROM AUTHOR]