Imposter Syndrome Research Articles

Latinx College Students’ Strategies for Resisting Imposter Syndrome at Predominantly White Institutions

ABSTRACT Traditionally, imposter syndrome is defined as feelings of inferiority regardless of one’s accomplishments and experiences. Imposter syndrome is often viewed as an experience that racially minoritized populations in higher education must encounter. But these traditional understandings frame imposter syndrome as a personal flaw rather than a product of structural oppression. Consequently, these limited and deficit focused ideas of imposter syndrome urge scholars and practitioners to disrupt normative conceptualizations of imposter syndrome by examining the phenomenon from a structural lens and to expand the literature on the experiences of Latinx college students at PWIs. As such, the purpose of this phenomenological study was to illuminate Latinx students’ strategies to cope with imposter syndrome within the hostile and unwelcoming environments of predominantly white institutions. Three major themes emerged from the data: a) code-switching, b) consejo de las personas más cercanas, and c) strategic consciousness: committing to survive the toxicity of imposter syndrome at PWIs; these findings highlight three major ways that Latinx students cope with feelings of imposter syndrome. Implications for future research and practice are outlined to further explore how institutions of higher education can dismantle structures, systems, policies, and procedures that perpetuate imposter phenomenon.

Impostor syndrome among minority medical students who are underrepresented in medicine

ObjectivesImpostor syndrome (IS) is prevalent in medical professionals. However, little is known about the prevalence of IS among medical trainees and those who are underrepresented in medicine (UiM). Even less is known about the experiences of UiM students at predominantly white institutions (PWIs) and historically black colleges/universities (HBCUs) relative to their non-UiM peers. The purpose of this study is to investigate differences in impostor syndrome among UiM and non-UiM medical students at a PWI and a HBCU. We additionally explored gender differences in impostor syndrome among UiM and non-UiM students at both institutions. MethodMedical students (N = 278) at a PWI (N = 183, 107 (59%) women) and a HBCU (N = 95, 60 (63%) women), completed an anonymous, online two-part survey. In part one, students provided demographic information, and in part two, students completed the Clance Impostor Phenomenon Scale, a 20-item self-report questionnaire that assessed feelings of inadequacy and self-doubt surrounding intelligence, success, achievements, and one's inability to accept praise/recognition. Based on the student's score, the level of IS was measured and placed into one of two levels: few/moderate IS feelings, or frequent/intense IS feelings. We conducted a series of chi-square tests, binary logistic regression, independent sample t-tests, and analysis of variance to test the main aim of the study. ResultsThe response rate was 22% and 25% at the PWI and HBCU, respectively. Overall, 97% of students reported moderate to intense feelings of IS, and women were 1.7 times more likely than men to report frequent or intense feelings of IS (63.5% vs 50.5%, p = 0.03). Students at PWI were 2.7 times more likely to report frequent or intense IS than HBCU students (66.7% vs 42.1%, p< 0.01). In addition, UiM students at PWI were 3.0 times more likely to report frequent or intense IS compared to UiM students at HBCU (68.6 % vs 42.0%, p = 0.01). Computation of a three-way ANOVA with gender, minority status, and school type revealed a two-way interaction indicating that UiM women scored higher on impostor syndrome than UiM men at the PWI and HBCU. This trend was not observed among non-UiM students. ConclusionsImpostor syndrome is informed by gender, UiM status, as well as environmental context. Efforts to provide supportive professional development for medical students should be directed towards understanding and combatting this phenomenon at this critical juncture of their medical career.

Don't Let Imposter Syndrome Hold You Back

I received a text recently from a former colleague. She said, “I need a pep talk. My imposter syndrome is flaring up.” Dictionary.com defines imposter syndrome as “anxiety or self‐doubt that results from persistently undervaluing one's competence and active role in achieving success.”

“It’s Me, Do You Have a Second?”: How Testimonios and Personal Narratives of Mentorship and Friendship Help a Tenure-Track Latina Navigate the Academy

ABSTRACT In this paper, we explore personal testimonios from a Latina’s first year in a tenure-track position. We share testimonios and personal narratives based on mentorship and a friendship that was cultivated between a tenured white female professor who helped the Latina professor learn to navigate the landscape of a working at a Hispanic Serving Institution (HIS). Through dialogue and reflections of specific moments during that first year, our story reveals the following themes: (1) validating emotions and overcoming imposter syndrome, (2) strategizing and balancing scholarly opportunities, (3) how assessment and evaluation impact novice tenuretrack faculty members and (4) the role that a White mentor takes in helping a Latina faculty member when there are no other tenured Latinas in her department.

Enhancing resident–preceptor relationships through resiliency discussions

Enhancing resident–preceptor relationships through resiliency discussions

Research Productivity Among Scholarly Communication Librarians

Introduction: A growing number of academic libraries have specialized their support for scholarly communication by creating new positions or by expanding units with a focus on providing relevant services. This study was undertaken to explore the extent to which librarians with scholarly communication responsibilities produce research and scholarship, their motivations for doing so, the nature of that productivity, and the perceived impact of that activity on their professional responsibilities. Methods: The authors administered a survey of librarians who identified as having their primary job responsibilities in scholarly communication. Results: Almost all study participants produced their own scholarly work. However, a high percentage indicated that they received no relevant training in their library degree programs, and the majority experienced imposter syndrome pertaining to their own scholarship. Although most respondents were motivated to produce research by institutional expectations for promotion and tenure, greater percentages were driven by personal or professional interests. In addition, participants indicated a strong correlation between producing their own scholarship and their ability to effectively carry out their professional responsibilities. Discussion: There may be an emerging convention for scholarly communication librarianship, i.e., one that includes open education services. Findings suggest a need for scholarly communication training to be more prominent in library degree programs. They also point to the utility of making research production a job requirement, regardless of institutional expectations for professional advancement. Conclusion: The authors argue for adjustments in library education curricula and the inclusion of research production in the portfolios of scholarly communication librarians. Future research directions are proposed.

Impostor Syndrome in Physiotherapy Students: Effects of Gender, Year of Study and Clinical Work Experience

Impostor syndrome (IS) manifests as fear of being exposed as incompetent, despite exceptional professional achievements. The purpose of this study was to determine the prevalence of IS among physiotherapy students and to investigate whether there are significant differences according to demographic variables. Data were collected using the Clance Impostor Phenomenon Scale (CIPS), and participants were categorized into one of four groups based on the expression of IS characteristics. We found that IS occurs in the majority of physiotherapy students. Females achieve higher overall CIPS scores compared with males, but the proportion of males and females in each category of IS characteristics is similar. The expression of IS decreases with increasing age, length of clinical work experience, and year of study. Physiotherapy students with clinical work experience have fewer IS characteristics than those without clinical work experience. Study programs and clinical settings in which physiotherapy students receive practical training should pay more attention to raising awareness of IS in order to protect individuals who are particularly vulnerable to the negative consequences of IS.

Quand le syndrome de l’imposteur influence la recherche de feedback : étude des relations entre le syndrome de l’imposteur et les stratégies de recherche utilisées chez les employés

IntroductionThe impostor syndrome is a frequent phenomenon that can have deleterious consequences for the individual from a psychological point of view. It is a vicious circle in which the individual perceives feedback as a threat. This syndrome seems to impact the individual's feedback seeking strategies. ObjectivesThe aim of our study is to show that impostor syndrome will have an effect on the type of feedback seeking used by employees with their supervisor. MethodThrough an online questionnaire with 370 French-speaking employees, we assessed the impostor syndrome, the level of perceived experience, and the types of strategies used in seeking feedback from the superior. ResultsOur results show, after controlling for perceived experience and gender, that individuals with a strong imposter syndrome tend to seek feedback more often and in a less direct way (i.e., indirect, or observational). ConclusionThese results confirm the hypothesis of a link between the impostor syndrome and feedback seeking. The latter would be an element to be considered in the understanding of the impostor syndrome and its consequences.

AOA Critical Issues Symposium: Mind the Gap: Addressing Confidence, Imposter Syndrome, and Perfectionism in Surgical Training.

Orthopaedic surgeons in training and in their careers can experience a lack of confidence and imposter syndrome. Confidence is built early through continuous improvement, accomplishments, support, and reinforcement. Although it is normal to lack confidence at times, the goal is to recognize this issue, work on visualizing success, and know when to seek help. Mentors can help mentees to build confidence and to normalize thoughts of insecurity and imposter syndrome. It is critical to develop and to maintain resilience, grit, emotional intelligence, courage, and vulnerability during training and throughout one's entire orthopaedic career. Leaders in the field must be aware of these phenomena, be able to talk about such issues, have methods to combat the harmful effects of imposter syndrome, and create a safe, supportive environment conducive to learning and working. Leading well builds not only confidence in oneself but also self-confidence in others. Leaders who are able to build the confidence of individuals will enhance team dynamics, wellness, and overall productivity as well as individual and organizational success.

Psychiatrists Explore Their Inner Hemingway

Psychiatrists Explore Their Inner Hemingway

A DESCRIPTIVE CORRELATIONAL STUDY TO ASSESS THE IMPACT OF IMPOSTER SYNDROME ON BURNOUT AMONG CURRENTLY WORKING EMPLOYEES

Background: People with Imposter Syndrome often feel they need to over-work and over-deliver on projects to avoid being found out. Researchers have identified a number of factors contributing to the emergence of Impostorism, including perfectionism and family environment. Objective: Thus this article studies the Correlation between Imposter Syndrome and Burnout among working people. Research Design: A correlational research design was used to evaluate the direction of the relationship between Imposter Syndrome and burnout.Data related toimposter Syndrome was collected by using the CIPs Scale and related to burn was gathered by using MBI Scale among curren employees at Dehradun, Uttarakhand (2022). Methodology: 50 employees who satisfied the inclusion criteria were selected as a sample by using a Non-probability sampling technique. An inventory containing a questionnaire was given to them after consent i.e. taken from each employeebefore the study. A linear approach i.e. linear regression was used to modeling the relationship between Imposter Syndrome and Burnout. Results: The major findings of Regression statistics Multiple R (0.848771) indicates a strong relationship between imposter syndrome and burnout and Analysis of variance shows a good model of regression at alpha 0.05. P value (0.000170653) is less the value at the o.o5 level of significance is less, so the null hypothesis is rejected. Conclusion: The results revealed that there was a positive correlationbetween Imposter Syndrome and Burnout among employees.

Impostors out!

New year, new beginning; out with the old, in with the new. Out with the tiny voice casting doubt onto every single achievement and pointing towards every perceived or objective failure. Out with the impostor inhabiting minds of many high achieving professionals. This is not the first time I proclaimed freedom from the impostor syndrome. Revisiting this is frustrating. However, no matter how daunting, this must be brought into the light once again. For me and for many others.

Conducting Space Physics Research: Wind the Frog, Work Hard, and Be Nice

AbstractThis report briefly summarizes the key mentors in my scientific career and some lessons learned from those influential people. My primary advice to others: it is okay to do something wrong. By doing science we are doing something hard that, by definition, has not been done before. I believe that impostor syndrome is a real threat to researcher wellbeing and we should acknowledge its presence and support each other to get through it. Regarding an approach to science, I encourage you to get started and make something bad. Also, take time for yourself, it really does help your productivity. To lead others, I recommend to be enthusiastic, actively listen, and make connections across disciplines. I think it is important to foster creativity in those around you. I advocate that you actively make the future that you want to have.

Don't let imposter syndrome hold you back

I received a text recently from a former colleague. She said, “I need a pep talk. My imposter syndrome is flaring up.” Dictionary.com defines imposter syndrome as “anxiety or self‐doubt that results from persistently undervaluing one's competence and active role in achieving success.”

The Silent Mental Health and Well‐Being Crisis of Early Career Researchers in Aquatic Sciences

The Silent Mental Health and Well‐Being Crisis of Early Career Researchers in Aquatic Sciences

Imposter syndrome and burnout: a study among medical students in King Saud Bin Abdulaziz University for Health Sciences, in Riyadh City

Background: Imposter syndrome (IS), characterized by an inability to internalize achievements despite objective success, leads to persistent selfdoubt and apprehension about revealing one&amp;apos;s true capabilities. This study investigates the prevalence of burnout and IS and explores their interrelation among medical students at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Riyadh, Saudi Arabia. Methods: In 2023, a cross-sectional study was conducted at the College of Medicine, KSAU-HS. The study encompassed a total of 1,000 medical students, with a sample size of 278 male and female students spanning the third to sixth years. Data was collected via selfadministered online questionnaires and statistically analyzed using the Statistical Package for the Social Sciences program. The data was presented in terms of frequency and percentages. Results: Among the enrolled participants (n = 270), 203 (75.2%) were male, and the average age was 22.6 ± 11.6 years. The majority of participants, 221 (81.9%), were nonsmokers. The prevalence of IS within the study cohort was 128 (47.4%), while the prevalence of burnout risk stood at 203 (75.2%). Significantly, a noteworthy association between IS and burnout was established (p-value &amp;lt; 0.001). Conclusion: This study underscores the considerable prevalence of IS among medical students, where nearly half of the participants experienced this phenomenon. Additionally, a substantial proportion of participants faced burnout, with over two-thirds affected. The identified connection between IS and burnout points toward the importance of addressing both issues in order to promote the overall well-being and academic success of medical students.

An immersive field trip focused on beef production increases the sense of belonging in ethnoracial minority college students.

Sense of belonging is a student's sense of feeling accepted, valued, and included by others in their discipline. Imposter syndrome is self-perceived intellectual fraud in areas of success. Sense of belonging and imposter syndrome can influence behavior and well-being and are linked to academic and career outcomes. Our objective was to evaluate if a 5-d tour of the beef cattle industry changed college students' sense of belonging and imposter tendencies with a focus on ethnicity/race. Procedures involving human subjects were approved by the Texas State University (TXST) IRB (#8309). Students from TXST and Texas A&M University (TAMU) attended a beef cattle industry tour in the Texas Panhandle in May 2022. Identical pre- and post-tests were administered immediately before and after the tour. Statistical analyses were conducted with SPSS v.26. Independent sample t-tests were used to evaluate the change from pre- to post-survey and one-way ANOVA was used to evaluate the effect of ethnicity/race. Students (n = 21) were mostly female (81%); attended TAMU (67%) or TXST (33%); and were White (52%), Hispanic (33%), or Black (14%). "Hispanic" and "Black" were combined as a single variable to analyze differences between White and ethnoracial minority students. Before the tour, there was a difference (P = 0.05) in sense of belonging in agriculture between White (4.33 ± 0.16) and ethnoracial minority (3.73 ± 0.23) students such that White students had stronger belonging. There was no change (P = 0.55) in White students' sense of belonging as a result of the tour, from 4.33 ± 0.16 to 4.39 ± 0.44. However, there was a change (P ≤ 0.01) in ethnoracial minority students' sense of belonging, from 3.73 ± 0.23 to 4.37 ± 0.27. There was no change (P = 0.36) in imposter tendencies from the pre-test (58.76 ± 2.46) to the post-test (60.52 ± 2.79). Ultimately, participating in the tour increased ethnoracial minority, but not White, students' sense of belonging and did not impact imposter syndrome tendencies across or within ethnicity/race. One benefit of implementing experiential learning opportunities in dynamic social environments is the potential to improve students' sense of belonging, especially in disciplines and careers where ethnoracial minority people are underrepresented.

Autoethnography: An Examination of the Self, Language for Specific Purposes, and Departmental Culture

The research on language for specific purposes (LSP) is rich and varied in part because scholars bring to the field their research expertise from other disciplines, such as linguistics, literary studies, and cultural studies. The array of research topics and approaches also reflects the efforts from within LSP to foment research, such as providing conference, publication, and professional development opportunities that build a community of researchers. Mostly absent from the LSP literature, however, is autoethnography, an increasingly popular research method with the potential to examine complexities within specific professions, the courses we teach and ourselves as LSP scholars. In this essay, I argue that autoethnography­—a research methodology that describes the author’s (my) personal experience in order to present and analyze “cultural beliefs, values, practices and identities,” (Adams et al., 2022, p. 3)—should have a place in the future of LSP research, as a complement to other research methodologies. I share an autoethnographic account of my experiences developing and teaching a new LSP course. In particular, I focus on the role of self-doubt, isolation, and imposter syndrome as I ventured into an unfamiliar professional terrain to me: healthcare. In the end, this study of the self reflects the troubling position of LSP within the culture of one language department in US higher education and raises questions for further inquiry.

WEL Offers Leadership Development, Better Health for Women M.D.s

WEL Offers Leadership Development, Better Health for Women M.D.s

What’s Chem Got To Do With It? A Head Peer Leader’s Perspective

Through the challenges of being part of a Peer-Led Team Learning (PLTL) program, I was able to grow from an apprehensive general chemistry student to a self-assured Head Peer Leader over the course of three and a half years. The leadership opportunities and sense of community provided by a PLTL program are invaluable to an undergraduate student. Although my entry into college exacerbated my sense of “imposter syndrome,” the experiences during my time as a Peer Leader mitigated these feelings of self-doubt. A large measure of self-confidence and improvement in leadership skills were developed over the time in the PLTL program at the University of Texas at El Paso. These self-confidence and leadership skills continue to be exhibited as I traverse my graduate school courses.