Hispanic women in higher education are underrepresented as faculty and mid-level administrators and are not ascending through the career pipeline into higher leadership positions at community colleges. The purpose of this dissertation was to explore the experiences of Latinas in a career in academia. This study was conducted as a qualitative research study using Critical Race Theory (CRT) and Latino Critical Race Theory (LatCrit) as theoretical framework with counterstorytelling as the methodology. Their stories are told in the LatCrit themes of immigration and legal status, anti-essentialism, hegemony, and antisubordination. Their stories and secondary sources are interwoven to identify power structures, barriers, triumphs, and cultural connections to support the progress of the LatCrit movement. The implications from this study may help this marginalized community find the success they want in higher education. [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.]