| Summary: | <p> In the United States, out of 100 Latina/o elementary students, only 0.3 will complete a doctorate degree. Latinas/os as a fast-growing minority population in the United States continue to be invisible in higher education. The underrepresentation and limited empirical research of Latinas in advanced degrees calls for immediate attention to the inequities existent within the Latina/o educational pipeline. Drawing from a Latina/o Critical Theory analysis, this qualitative study explores the experiences of 12 Latinas from an Educational Leadership Doctoral program. In addition, a microaggressions analytical tool was employed to understand the types, context, effects and responses of and to microaggressions in the doctoral experience of the women. The interviews, revealed that although the Ed.D. was supportive contrary to traditional doctoral programs, Latinas continue to face systemic and institutional oppression at the doctorate level. Despite the negative experiences, the women utilized various support systems and resiliency to successfully navigate their doctoral program.</p>
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