Aspiring women leaders in academia encounter numerous barriers to advancement related to sexism and racism that contribute to their underrepresentation (Acker, 2006; Johnson et al., 2008). As a result, they are immensely susceptible to impostor phenomenon that hinders their ability to develop a positive leader identity (Clance & Imes, 1970; Karelaia & Guillen, 2014). Through a sequential explanatory mixed methods approach that utilized an intersectionality lens, the purpose of the dissertation work was to explore the leader identity development process of women leaders in higher education. Specifically, the data collection methods of surveys and interviews helped to unpack the impact of formal and informal leadership development opportunities on the leader identity development process, as well as the role of relational support from a network of mentors. The findings revealed that aspiring women leaders engaged in a claiming and granting process to develop a positive leader identity where they enacted leadership behaviors (claiming) that they refined over time with the feedback of others (e.g., multiple mentors) (granting) (DeRue & Ashford, 2010). Mentors, through sponsorship, affirmation, and holding behaviors, helped mentees reduce impostor feelings induced by the gendered and racialized norms of leadership in HE and cement their leader identities. Implications and directions for future research were also discussed. [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.]