Barriers within: How self-stigmatization affects female leaders’ self-esteem in Tanzanian higher education

This qualitative interpretive descriptive study explores how female leaders in Tanzanian higher education institutions experience and interpret self-stigmatization in relation to self-esteem, belonging, and leadership identity within gendered institutional environments. In-depth semi-structured interviews were conducted with 12 female academic leaders across six universities, and the data were analyzed thematically through open coding, category development, and theme generation. The findings indicate that, despite professional achievement, participants frequently experienced internalized self-doubt, impostor feelings, subtle gendered microaggressions, and social isolation. These experiences were associated with institutional cultures and broader societal narratives that continue to frame leadership as masculine, creating tensions between professional authority and culturally prescribed gender roles. Participants described ongoing pressure to validate their legitimacy and navigate identity conflicts within male-dominated leadership spaces. The study also identifies coping and resistance strategies, including peer-support networks, mentoring relationships, spirituality, leadership reframing, and professional development. Theoretically, the study integrates Self-Stigma Theory and Social Identity Theory to explain how identity threat within gendered institutional environments may reinforce internalized stigma and shape women’s perceptions of legitimacy and belonging. The study highlights the importance of gender-responsive institutional cultures that support women’s confidence in leadership and psychological well-being.