Predictors of Imposter Phenomenon among Talented Ethnic Minority Undergraduate Students

Abstract

Approximately 32% of Blacks and 26% of Hispanics between the ages of 18 and 24 were enrolled in colleges and universities in 2008 (U.S. Department of Education, 2010). Although enrollment rates among these demographics have steadily increased since 1980 (U.S. Department of Education, 2010), access to higher education for the vast majority of these individuals occurs at predominantly White institutions (PWIs). While the benefits of attending minority serving institutions (i.e., historically Black colleges and universities; HBCUs, Hispanic-serving institutions; HSIs) remain debated (Allen, 1992; Fleming, 1984), it is important to study the experiences of ethnic minority students in diverse settings.Although a large body of evidence focuses on the academic achievement among underrepresented racial/ethnic minorities (URM), many studies merely explore college dropout rates and academic failure more broadly (Bali & Alvarez, 2004; Brown-Jeffy, 2009; Fletcher & Tienda, 2010; Ishitani & Desjardins, 2002) without focusing specifically on the experience of high-achieving Black undergraduate students (Freeman, 1999; Fries-Britt, 1998). Fries-Britt and Griffin (2007) also noted that little is known about the academic, social, and pressures that talented Blacks face.Solorzano and colleagues (2000), for instance, posited that minority students at PWIs believe that they have to prove themselves by working harder. Moreover, Black males report less institutional support and academic integration at PWIs (Davis, 1994) and even high achievement in URMs is associated with extreme environmental distress (Smith, Hung, & Franklin, 2011). For example, Hispanics often experience the added pressure of immigration status in addition to the aforementioned environmental and social factors (Arana et al., 2011). Further knowledge about the psychological state of URMs is therefore needed to inform college retention efforts which benefit universities and college students. There is also a critical need for quantitative research to understand psychological mechanisms that may contribute to the racial/ethnic academic achievement gap (Bali & Alvarez, 2004; Brown-Jeffy, 2009; Fletcher & Tienda, 2010). Although there are cognitive, affective, and behavioral factors that may contribute to the academic hardship experienced by URMs, one potential cause of poor performance and adjustment is the imposter phenomenon (IP; Clance & Imes, 1978; Ewing et al., 1996).IMPOSTOR PHENOMENONIP refers to an internal feeling of intellectual phoniness that is often experienced by high achievers and also occurs among URM (Clance & Imes, 1978; Ewing et al., 1996). Individuals who suffer from the IP often believe that they have fooled others into overestimating their intelligence. Furthermore, these individuals are likely to attribute academic success to external factors (e.g., luck, physical attractiveness) and fear that they will be discovered as a fraud (Harvey & Katz, 1985). Intense feelings of the IP can interfere with the academic development of high-achieving URMs by causing them to* disengage from their academic endeavors (e.g., attending class, limiting campus activities),* avoid evaluative situations,* have a constant feelings of inadequacy, and* exhibit an unhealthy pressure to succeed (Ross et al., 2001).High-achieving URMs also report increased test anxiety, reduced confidence in their own intelligence, and negative psychological outcomes such as depression (Kumar & Jagacinski, 2006; McGregor, Gee, & Posey, 2008).To date, only one study has examined the relationship between the IP and academic achievement among URMs. Specifically, Ewing and colleagues (1996) found that the more Black graduate or professional students endorse an Afrocentric worldview (i.e., believing in the connectedness of all that exists in nature) and maintain a positive academic self-concept (e. …