Hiring and retaining a diverse faculty has demonstrated to have positive outcomes on student success. However, different forces have made it difficult for universities to have a diverse make-up that reflect their student populations, making it particularly important to investigate how faculty engage with the university. This study seeks to better understand how Chicana faculty engage with the university through the tenure and promotion process. Situated in a Hispanic-Serving Institution (HSI), this study looks to better understand how Chicana faculty navigate the complex, political environment of academia through their testimonios as faculty at the university. The importance of retaining Chicanas in the academy is becoming a pressing issue as demographics suggest a rising number of Hispanic students, particularly Hispanic girls, matriculating into post-secondary institutions. Through the use of testimonios, the Chicanas in this study shared stories of various forms of microaggressions on campus, before and after the tenure probationary period. These Chicanas also described ways they have been able to navigate the academy to thrive professionally for themselves and others despite challenging circumstances. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]