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The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention
Abstract
The term "impostor phenomenon" is used to designate an internal experience of intellectual phoniness that appears to be particularly prevalent and intense among a select sample of high achieving women. Certain early family dynamics and later introjection of societal sex-role stereotyping appear to contribute significantly to the development of the impostor phenomenon. Despite outstanding academic and professional accomplishments, women who experience the impostor phenomenon persist in believing that they are really not bright and have fooled anyone who thinks otherwise. Numerous achievements, which one might expect to provide ample objective evidence of superior intellectual functioning, do not appear to affect the impostor belief. Four factors that contribute to the maintenance of impostor feelings over time are explored. Therapeutic approaches found to be effective in helping women change the impostor self-concept are described. (7 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Sufferers of IP tend to be very capable, yet they look at their success as luck or a result of extremely hard work, personal charm, or knowing the right person. They never attribute the success to their capabilities or intelligence (Clance & Imes, 1978;Li, Hughes & Thu, 2014). Clance (1985) said that the most dominant characteristic of IP victims is their inability to believe compliments. ...
... IP victims need mentors to validate their ability, talent, and intelligence, particularly when starting a new job or taking on a new project. They need a stamp of approval, even if they do not believe the praise when they get it (Clance & Imes, 1978). Clance (1985) described the IP cycle this way: New Challenge à Acceptance à Joy/Good Feelings à Denial of Previous Success à Bad Dreams/Worry/Fear à Immobility/Procrastination or Overpreparation à Frenzied Work à Success à Praise à Temporary Relief. ...
... Clance (1985) described the IP cycle this way: New Challenge à Acceptance à Joy/Good Feelings à Denial of Previous Success à Bad Dreams/Worry/Fear à Immobility/Procrastination or Overpreparation à Frenzied Work à Success à Praise à Temporary Relief. Clance and Imes (1978) only interviewed women for the study that ultimately coined the term IP. At the time, they believed IP predominantly occurred in women. ...
The Impostor Phenomenon (IP) has recently reappeared in popular culture as a result of the bestseller Lean In. IP asserts that many successful people feel like frauds that will be discovered in time. Twenty-nine women in leadership were interviewed in this qualitative study, and it was discovered that the majority of them do not have impostor feelings. Their confidence can be attributed to strong relationships with mentors, romantic partners, and other women in leadership.
... The concept of impostor phenomenon refers to talented and successful individuals according to external and objective standards, who are prone to doubt their own competence as if they were a fraud who has fooled everybody else's impression about them [1]. Rather than their personal qualities (such as intelligent and skills), people who experience impostor feelings attribute their accomplishments to external factors, such as luck, and to other factors unrelated to actual talent and ability, such as manipulation and charm [2]. ...
... Indeed, the impostor phenomenon construct was originally divided into three theoretical dimensions, including self-doubts about one's own intelligence and abilities (fake), the tendency to attribute success to chance/luck (luck), and the inability to admit a good performance (discount) [4,5]. When first clinically identified and conceptualized [1], the impostor phenomenon was thought to be a gender-specific disturbance, whose origins are rooted in feminine social role stereotypes and early experiences of gender-based Children 2023, 10, 308 2 of 14 family dynamics. Later data, however, failed to support the phenomenon's gender-specific premise, indicating that the impostor phenomenon is a more general problem that may similarly occur in men [2]. ...
... Despite the massive growing interest in the impostor phenomenon during the last decade [7], surprisingly little research work has investigated the phenomenon with adolescents [9], and most of it not recently. This is especially peculiar given the knowledge about the phenomenon's familial roots [1,2] and prior evidence suggesting that impostor feelings in adolescence may be as prevalent and intense as in adulthood [11,64]. Indeed, the current data about adolescent boys and girls recorded similar rates of impostor feelings in comparison with data reported in previous research with adult students [60], with about 36% of the participants reporting experiencing frequent to intense impostor feelings. ...
Introduction:
Recent systematic reviews about the impostor phenomenon unveil a severe shortage of research data on adolescents. The present study aimed at reducing this gap in the literature by investigating the association between maternal and paternal authoritarian parenting and impostor feelings among adolescents, while testing the mediating role played by parental psychological control and the moderating role of the child's gender in this context.
Methods:
Three hundred and eight adolescents took part in an online survey, in which they reported anonymously on their impostor feelings and their parents' parenting styles via several valid psychological questionnaires. The sample consisted of 143 boys and 165 girls, whose age ranged from 12 to 17 (M = 14.67, SD = 1.64).
Results:
Of the sample's participants, over 35% reported frequent to intense impostor feelings, with girls scoring significantly higher than boys on this scale. In general, the maternal and paternal parenting variables explained 15.2% and 13.3% (respectively) of the variance in the adolescents' impostor scores. Parental psychological control fully mediated (for fathers) and partially mediated (for mothers) the association between parental authoritarian parenting and the adolescents' impostor feelings. The child's gender moderated solely the maternal direct effect of authoritarian parenting on impostor feelings (this association was significant for boys alone), but not the mediating effect via psychological control.
Conclusions:
The current study introduces a specific explanation for the possible mechanism describing the early emergence of impostor feelings in adolescents based on parenting styles and behaviors.
... Selon Gravois (2007), pas moins de 70 % de la population a déjà ressenti, au moins une fois au cours de sa vie, cette impression de fraude intellectuelle. Dans le cas où cette sensation est systématique, quotidienne et intense, nous parlons d'un syndrome de l'imposteur (« impostor phenomenon » en anglais ; Clance & Imes, 1978). Les sentiments éprouvés par les individus, aussi nommés sentiments d'imposture (Chassangre & Callahan, 2017), bien que subjectifs, peuvent conduire à de nombreuses conséquences sur la santé mentale de l'imposteur et dans sa relation avec autrui incluant la recherche de feedback auprès de son entourage. ...
... Toutefois, l'effet de l'âge reste faible dans le développement du SI chez les individus (Clark, Vardeman, & Barba, 2014). Le rôle du genre est également à questionner car bien qu'il ait été montré une plus forte intensité du SI chez les femmes sur les premières études sur le sujet (Clance & Imes, 1978) d'autres par la suite ont montré une surreprésentation des hommes ressentant ce syndrome (Topping & Kimmel, 1985). Les études plus récentes sur le sujet indiquent une absence de relation entre le genre et le SI (Chassangre, 2016). ...
... Au regard de la littérature, de nombreux éléments présents dans le SI sont des facteurs qui tendent à augmenter la recherche de feedback chez un individu. Effectivement, le fort besoin d'approbation, d'être remarquable, remarqué et d'être considéré comme spécial chez les personnes en souffrant (Chrisman, Pieper, Clance, Holland, & Glickauf-Hughes, 1995 ;Clance & Imes, 1978 ;Dudȃu, 2014 ;Krasman, 2010 ;Langford, 1990 ;Sonnak & Towell, 2001) pourraient les conduire à rechercher du feedback plus fréquemment. Toutefois, le SI tend à provoquer un rejet des feedbacks positifs (Clance, 1985), il pourrait également conduire à des comportements d'évitement pour ne pas être confronté à l'avis des autres. ...
Introduction
Le syndrome de l’imposteur est un phénomène fréquent pouvant avoir des conséquences délétères pour l’individu d’un point de vue psychique. Il s’agit d’un cercle vicieux dans lequel l’individu perçoit les retours qui lui sont faits comme une menace. Ce syndrome semble impacter la recherche de rétroaction, ou feedback, de l’individu.
Objectifs
Notre étude a pour objectif de montrer que le syndrome de l’imposteur va avoir un effet sur le type de recherche de feedback utilisé par les employés auprès de leur supérieur.
Méthode
À travers un questionnaire en ligne auprès de 370 salariés francophones, nous avons évalué le syndrome de l’imposteur, le niveau d’expérience perçue ainsi que les types de stratégies utilisées dans la recherche d’un feedback auprès du supérieur hiérarchique. Résultats. Nos résultats montrent, après contrôle du niveau d’expérience perçue et du genre, que les individus ressentant un fort sentiment d’imposture auront tendance à rechercher plus de feedback et ce d’une façon moins directe (c.-à-d. recherche indirecte ou par observation).
Conclusion
Ces résultats confirment l’hypothèse d’un lien entre le syndrome de l’imposteur et la recherche de feedback. Cette dernière serait un élément à prendre en compte dans la compréhension du syndrome de l’imposteur et de ses conséquences.
... Despite the evidenced success, they are still self-doubted, with the fear of not being able to repeat their success. They often worry that others may discover their "fraudulence" and judge them as lacking ability and qualifications some day (Clance & Imes, 1978). ...
... Specific interventions could be adopted to help reduce their negative thoughts and feelings and raise their self-esteem. For example, counselors might organize group counseling and encourage impostors to share their feelings and views with each other, and then get constructive feedbacks from the counselors (Clance & Imes, 1978). Additionally, career counselors might also encourage impostors to be less judgmental and be compassionate to themselves (Wei et al., 2020). ...
Despite the well-established findings regarding the negative effect of impostor phenomenon (IP) on individuals’ career development, we know little about its underlying mechanism. It is also unclear whether IP differentially affects the way men and women manage their careers. Drawn upon ego depletion theory, we explored the relationship among IP, gender, ego depletion, and career preparatory activities via an experiment and a two-wave survey conducted in China. The results showed that the negative relationship between IP and career preparatory activities was mediated by ego depletion. We further found that gender moderated the indirect effect of IP on career preparatory activities via ego depletion, and this effect was stronger for women than men. Based on these new findings, some theoretical and practical implications were discussed.
... Impostor phenomenon (IP) was first established in 1978 by Clance and Imes, who described it as a condition in which high-achieving individuals attribute their success and achievements to external factors such as excessive hard work, luck, and quota systems, and see themselves as intellectual frauds [1]. Impostor syndrome causes individuals to question and minimize themselves despite evidence of abilities, accomplishments, and skills [2,3]. ...
... The research on IP has attempted to identify the individual difference variables that are linked to IP. For example, being Black or Hispanic [24][25][26], being a woman [1,24,27], perfectionism [16,21], motivational variables such as goal orientation [4,28], self-efficacy [21,23], and anxiety [21] have been studied as being related to IP. Most studies evaluate the impact of these variables on IP individually; a few publications have examined some of these variables together in a single study [26,29]. ...
Impostor Phenomenon (IP), also called impostor syndrome, involves feelings of perceived fraudulence, self-doubt, and personal incompetence that persist despite one’s education, experience, and accomplishments. This study is the first to evaluate the presence of IP among data science students and to evaluate several variables linked to IP simultaneously in a single study evaluating data science. In addition, it is the first study to evaluate the extent to which gender identification is linked to IP. We examined: (1) the degree to which IP exists in our sample; (2) how gender identification is linked to IP; (3) whether there are differences in goal orientation, domain identification, perfectionism, self-efficacy, anxiety, personal relevance, expectancy, and value for different levels of IP; and (4) the extent to which goal orientation, domain identification, perfectionism, self-efficacy, anxiety, personal relevance, expectancy, and value predict IP. We found that most students in the sample showed moderate and frequent levels of IP. Moreover, gender identification was positively related to IP for both males and females. Finally, results indicated significant differences in perfectionism, value, self-efficacy, anxiety, and avoidance goals by IP level and that perfectionism, self-efficacy, and anxiety were particularly noteworthy in predicting IP. Implications of our findings for improving IP among data science students are discussed.
... 4 IP was first described in 1978 by Clance and Imes to explain the behaviors and attributes of a high achieving women's cohort who were trying to understate their success. 7 These women experienced a feeling of fraudulence because they did not attribute their success to their own abilities and instead assumed themselves to be not as brilliant and capable as perceived by others. They further defined impostors as people who considered their success in life as "fake" due to fortune, charisma, or favoritism; hence they escaped situations where they may possibly be "found out". ...
... 34,35 In the current study, a nonsignificant difference was evident between genders in the mean IP score that is in contrast with some of the earlier studies in which IP was exclusively linked to females. 7 Accordingly, other studies have negated the concept of a solely female prevalence of IP. 36 Nevertheless, in the current study, the frequency of "intense IP" was significantly higher among female dental students as compared to males (11.8%; P-value ¼ 0.013). ...
Objective:
To investigate the prevalence of impostor phenomenon (IP) among undergraduate dental students and explore its relationship with gender and academic year.
Methods:
This study involved observational cross-sectional research involving undergraduate dental students (first to fifth year) at Qassim University Dental School, between February and April 2021. An electronically administered, 20-item pre-validated Clance Impostor Phenomenon Scale (CIPS) was used for data collection. Data analysis was performed using SPSS version 23. Mean IP scores of both genders were compared using t-tests, one-way ANOVA and Post-Hoc tests to establish the relationship between year-wise IP scores.
Results:
The response rate was 80.59% (162 respondents). The results indicated that 8.8% of the participants had mild IP experiences, 84.1% had moderate to severe IP experiences, and 7.05% exhibited intense IP experiences. The mean IP score was highest and lowest in the third and fourth-year dental students, respectively. A statistically significant relationship was identified between year wise IP scores, while no significant difference was observed based on gender.
Conclusions:
Impostor phenomenon is prevalent in substantial frequencies amongst dental students. This may have damaging physical and mental effects with negative consequences and could subsequently affect their intellectual and professional developments. The implementation of a modified curriculum and self-development plans are some of the recommended solutions.
... Gifted AFAB individuals are shown to be disproportionately affected by imposter syndrome, perfectionism, and low self-esteem (Lea- Wood & Clunies-Ross, 1995;Ryan, 1999;McCormick & Wolf, 1993;Luscomb & Riley, 2001), which may stem, in part, from gender biases and discrimination in relation to academic and/or creative potential (Reilly, 2022;Clance & Imes, 1978). Perfectionism in the context of giftedness has been associated with the concept of overexcitabilities, discussed earlier (Mofield & Peters, 2015). ...
While eating disorders have been estimated to affect at least 4% of the Australian population, research demonstrates that feeding difficulties and eating disorders are overrepresented in neurodivergent people, including in autism, ADHD, intellectual disability, giftedness, and Tourette’s disorder. However, despite there being a substantial body of literature spanning decades evidencing links between neurodivergence and eating disorders, awareness among clinicians and researchers of this existing knowledge base is only emerging in Australia.
NEDC commissioned Eating Disorders Neurodiversity Australia (EDNA) to write a report, Eating Disorders and Neurodivergence: A Stepped Care Approach, that synthesizes research and lived experience evidence regarding the prevention, early identification and treatment of eating disorders and disordered eating for neurodivergent people.
This report aims to encourage collaboration among stakeholders to co-produce and co-design appropriate, effective, culturally valid, and safe neurodiversity-affirming support systems and care pathways. It is designed for the use of a wide range of stakeholders, especially health care professionals (e.g., psychiatrists, psychologists, dietitians, general practitioners, paediatricians, occupational therapists), researchers, academics, educators (e.g., teachers), service managers, and lived experience experts.
This report draws on fundamental constructs relating to human rights, bioethics, humanistic psychology, phenomenology, and social justice. It challenges traditional understandings of neurodivergence as pathological. It seeks to destigamtise neurodivergent body awareness and image, feeding, and eating experiences and behaviours. It is a call to action for all eating disorder stakeholders to engage in a radical rethink of how neuronormative feeding and eating practices, which influence research and clinical practice across all levels of eating disorder care, may prove harmful for neurodivergent people.
... This process may mediate feelings of the impostor phenomenon (Posselt, 2018). Impostor phenomenon occurs when individuals perceive insufficient support from influential others and is exemplified by the tendency to feel inadequate despite repeated success and is common in graduate programs (Clance & Imes, 1978;Cohen et al,. 2009). ...
... p. 29). In addition, IP is typically exhibited as either overworking or procrastination (Clance & Imes, 1978; see also Clark et al., 2014;Hutchins & Rainbolt, 2017;Rakestraw, 2017;Slank, 2019). Since those with IP feel like they are (a) imposters, (b) fooling everyone, or (c) attributing success to external factors, they tend to work more than necessary, or they will put off doing work because they can then blame failure on time (Rakestraw, 2017). ...
... For example, a systematic review found that undergraduate women in STEM in Australia showed lower levels of self-efficacy compared to men (Fisher et al., 2020). Even successful women may suffer from imposter syndrome: the feeling that their achievements may not be deserved and that they may be exposed as a fraud (Clance & Imes, 1978;Tao & Gloria, 2019). ...
Background
Although a large body of research has identified challenges faced by women in STEM fields and strategies to improve the experience for women in STEM, little of this research has examined which strategies undergraduate women would recommend to their peers. In the current study, undergraduate women in STEM fields (N = 89) wrote letters to younger women in STEM about their experiences. The participants were recruited from a small public liberal arts college and a large public research institution in the United States. Participants were juniors and seniors majoring in engineering, mathematics, computer science, physics, biological or biomedical sciences, and chemistry.
Results
Using thematic analysis, we identified seven types of advice. The participants shared advice about improving academically, forming communities, finding family support, and seeking out women role models. They also provided general words of encouragement and reassured women that everyone struggles, and failure is not indicative of their potential. In some cases, the letters were consistent with themes from prior research; however, other influences that have been studied by quantitative research were not prominent in women’s own advice to their fellow students. For example, although the letters focused on communal themes such as building community, they did not focus on the communal goal of helping others through their careers. Additionally, they highlighted the role of family, which has been relatively neglected in prior work.
Conclusions
The present research highlights which empirically supported theories about retention and success in STEM are reflected in students’ advice to others. These letters also provide insight into which obstacles and solutions were most salient for women students looking back on their undergraduate STEM careers. The women’s letters provide a rich understanding of how women navigate STEM fields and what they would tell future students about persisting in those fields.
... Impostor syndrome is "the inability to internalize success and the tendency to attribute success to external causes such as luck, error or knowing the appropriate individuals" and is known to happen in high-achieving women [24,33]. Impostor syndrome (IS) issues have recently been raised within medicine. ...
... Esse fenômeno tornou-se notório através da pesquisa realizada em 1978 por duas psicólogas americanas Pauline Rose Clance e Suzanne Ament Imes (CLANCE; IMES, 1978). Na concepção dessas autoras, esse termo foi usado para projetar uma experiência psíquica interna de sentir-se uma fraude intelectual. ...
... Impostorism is often present alongside perfectionism tendencies, workaholic behaviours, low self-efficacy and poor confidence. Clance and Imes (1978) suggest that the syndrome disproportionately affects high-achieving people, who find it difficult to accept their accomplishments. This certainly could be true of HE professionals and as Zorn (REF) claims "scholarly isolation, aggressive competitiveness, disciplinary nationalism, a lack of mentoring and the valuation of product over process are rooted in the university culture. ...
We are three women who have all helped each other in our university careers. We are from different backgrounds, have varying educational experiences and have different roles. All three of us are neurodiverse and champion inclusive learning, teaching, and assessment in our professional roles and from personal experiences. Developmental mentoring and coaching brought us together to address feelings of discomfort in work situations where we second guess our own abilities. We have felt the effects of ‘imposter syndrome’ (Clance & Imes, 1978) but through mentoring we recognize our successes are justified. In this article we question the notion of ‘imposter syndrome’ and ask why this might be disproportionally applied to women (Tulshyan & Burey, 2021). We also offer an affirmation model of disability (Swain & French, 2000) as a framework, asking how this can be applied in a broader intersectional context. Recognising our abilities and not having a tragic view of disabilities has enabled us to challenge attitudes towards inclusive learning and teaching. We can all demonstrate our abilities but some of us would like to do this differently than in a Higher Education traditional environment. We give a theoretical, personal, and professional context and appraise two different mentoring models - sponsorship and development (Megginson, Clutterbuck, Garvey, Stokes and Garret-Harris, 2006), reflecting on how developmental mentoring and coaching can be used for academic and professional development related to inclusive learning and teaching.
... Another consideration is perhaps practitioners who 'perform' is a result of imposter syndrome (Clance & Imes, 1978) which is best described as an internal experience of intellectual phoniness and feelings of being a fraud. Originally, ascribed to high achieving women, it arises in spaces of achievement where judgements are made about merit and "certain early family dynamics and later introjection of societal sexrole stereotyping appear to contribute significantly to the development of the impostor phenomenon," (Clance & Imes, 1978, p. 1). ...
This thesis will examine gender differences in communication styles and their influence on workplace communication and the practice of public relations in the United States, specifically, Minneapolis and St. Paul (Twin Cities), Minnesota. In this study, existing literature is contextualized within four theoretical frameworks of public relations theory, liberal feminist theory, gender studies and power-control theory and introduces key concepts such as public relations, gender, gender communication, communication styles, feminism, power, intersectionality, social constructionism and performativity. Research questions were examined through 40 qualitative, semi-structured, in-depth interviews with public relations professionals. Results suggest that significant factors such as gender, stereotypes, communication styles and ageism influence how men and women communicate in the workplace within the public relations industry. In addition, performativity in public relations, women taking on male traits to be successful, levels of power and inequality within leadership positions, work/life balance for mothers and diversity, inclusion and intersectionality in the workplace are all significant as they pertain to the relationship between workplace communication and the practice of public relations. 3
... Imposter syndrome -a term that describes when individuals worry that they are fooling others about their abilities and that their fraudulence will be exposed -is a phenomenon that has been documented in the population of graduate students (Clance & Imes, 1978;Cohen & McConnell, 2019). One study found a statistically significant relationship between reported mental health needs from graduate students and their perceived competitiveness within their programs (Hyun et al., 2006). ...
Aim/Purpose: Graduate students face immense pressures and challenges as part of the graduate school experience, with few avenues to express their frustrations. While the crisis of graduate student mental health is well-documented quantitatively, and the stresses of graduate school are explored on the institutional level, there are few qualitative studies of these issues. Background: This study aims to explore graduate student attitudes and perceptions about graduate school and academia through the analysis of niche, graduate student-focused memes. Theories of emotional selection, emotional contagion, and collective coping predict that the creation and sharing of niche-interest memes reflect dominant attitudes and perceptions within niche communities under stress. Methodology: This study utilizes content analysis to thematically categorize a sample of 208 meme images created by and posted to the social media account High-Impact PhD Memes. The data is additionally categorized to measure resonance – how well each image was received by the page audience – and visualized using bar codes. Contribution: This study offers a new method for examining the attitudes and perceptions of niche groups online by proposing the measurement of emotional resonance, presents a novel visualization for the presentation of thematic coding and offers a new means to analyze internet memes for both content and emotional resonance. Findings: Findings indicate that the most frequently occurring themes in niche memes are not necessarily the ones that most highly emotionally resonate with the niche community of interest. The population of current and recent graduate students following High-Impact PhD Memes most highly resonated with the issues of literature access, financial/employment stresses, and overwork. Impact on Society: The findings of this study should encourage both researchers and higher education administrators to consider memes as reflections of the emotional states and perceptions of graduate students both collectively and individually, given how they comment on current, pressing issues. Based on the findings here, memes could feasibly be used as elicitation materials in well-being assessments or qualitative research studies to better understand and prompt reflections on the perspectives of graduate students, and ultimately improve programming and supports for the population. Future Research: Future research could apply similar methods to study other niche groups under pressure that use memes as a means of collective coping in order to better understand their attitudes and perceptions. Groups such as LGBTQ+ people, those with niche political affiliations, and neurodivergent people could all be studied with a similar approach.
... A forma didática adotada para atingir o escopo do problema, foi a apresentação de um caso fictício de uma professora portadora da síndrome do impostor de nome Ana Maria (nome também fictício). O modelo seguiu a técnica de Lon L. Fuller (1902-1978, eminente professor de Teoria do Direito da Faculdade de Direito da Universidade de Harvard, autor do lendário artigo "Case of the Speluncean Explorers", publicado em 1949, e traduzido no Brasil como "O Caso dos Exploradores de Caverna" (LIMA, 2018). ...
A síndrome do impostor é um transtorno psicológico vinculado às experiências de dúvida doentia manifestada por pessoas que percebem o sucesso como acidental. É baseada na impressão de camuflar o medo de ver a suposta incompetência descoberta. A intensificação do problema tende de arrastar comorbidades e suas consequências. Apesar de sua alta prevalência, há poucas informações sobre a natureza dessa síndrome e a oferta de ferramentas preventivas. Este ensaio teórico pretende ampliar a compreensão da dimensão cognitiva manifestada por professores impostores, destacando o sofrimento emocional e a autoimagem negativa associada à essa síndrome; ampliando a conscientização desse transtorno e fornecendo rotas de enfrentamento, baseadas na (re)educação das manifestações da síndrome; no fortalecimento de um estilo racional de (re)pensar a docência diante os fracassos; na redução de atitudes comparativas de busca de aprovação externa; no estabelecimento de formas mais realista de prever as metas do desempenho acadêmico e na autoaceitação incondicional de si mesmo.
... Imposter phenomenon (IP) describes the internal experience of feeling like a fraud and doubting the validity of one's own achievements [1][2][3]. IP, common among individuals from diverse demographic and professional backgrounds, is associated with increased rates of depression, anxiety, burnout, and job dissatisfaction [4][5][6][7] and may deter individuals from taking risks for career advancement [8]. Although once conceptualized as a phenomenon associated with individual characteristics, such as neuroticism and perfectionism [9,10], there is growing acceptance that IP is an affective experience rooted in a host of environmental and social contexts [11,12]. ...
Introduction
Imposter phenomenon is common among medical trainees and may influence learning and professional development. The authors sought to describe imposter phenomenon among internal medicine residents.
Methods
In 2020, using emailed invites we recruited a convenience sample of 28 internal medicine residents from a teaching hospital in Baltimore, Maryland to participate in an exploratory qualitative study. In one-on-one interviews, informants described experiences of imposter phenomenon during residency training. Using thematic analysis to identify meaningful segments of text, the authors developed a coding framework and iteratively identified and refined themes. Informants completed the Clance Imposter Phenomenon Scale.
Results
Informants described feelings and thoughts related to imposter phenomenon, the contexts in which they developed and the impact on learning. Imposter phenomenon has profound effects on residents including: powerful and persistent feelings of inadequacy and habitual comparisons with others. Distinct contexts shaping imposter phenomenon included: changing roles with increasing responsibilities; constant scrutiny; and rigid medical hierarchy. Learning was impacted by inappropriate expectations, difficulty processing feedback, and mental energy diverted to impression management.
Discussion
Internal medicine residents routinely experience imposter phenomenon; these feelings distort residents’ sense of self confidence and competence and may impact learning. Modifiable aspects of the clinical learning environment exacerbate imposter phenomenon and thus can be acted upon to mitigate imposter phenomenon and promote learning among medical trainees.
Imposter Phenomenon (IP) involves experiencing persistent feelings of perceived insufficiency and fraudulence, despite contrary evidence of objective success or accomplishment. The aim of this research was to explore factors which may trigger or maintain feelings of imposterism in postgraduate students from minoritised racial backgrounds, and investigate students’ perspectives of what Higher Education (HE) institutions could do to help prevent or reduce IP. All postgraduate, students from a large UK university who self-identified as being from a minoritised racial background and felt they had experience of IP were invited to take part in an online survey. Demographic information was collected, and participants were asked open-ended qualitative questions about their feelings and experiences of IP. In total 71 students completed the survey. Four main themes were developed using thematic analysis: Hidden away; Problematic awareness; Hell is other people; Our complicated lives. We report these themes in turn, exploring the nuanced and contextual qualities that frame our participants’ experiences of IP. Imposterism is seen to present a range of challenges for students who identify as members of minoritised racial groups, and our findings emphasise the relatedness between representation, belonging, and feelings of imposterism. We suggest that imposterism should be investigated as a multi-layered phenomenon that is potentially more likely to impact students from minoritised backgrounds who lack representation in UK HE settings. We conclude by offering a series of recommendations for HE institutions, which could start to address some of these issues.
Quality patient care and advancements in medical education, investigation, and innovation require effective teamwork. High-functioning teams navigate stressful environments, learning openly from failures and leveraging successes to fuel future initiatives. The authors review foundational concepts for implementing and sustaining successful teams, including emotional intelligence, trust, inclusivity, clear communication, and accountability. Focus is given to real-world examples and actionable, practical solutions.
This essay is a reflection on the experiences of a Latino Associate Professor in higher education. I consider the trajectory from immigrant to graduate student and then professor, to entering the academy, the challenges of being a Latinx scholar and professor, and the support structures that have nurtured me throughout my career. I reflect on how I have changed throughout this journey and the lessons I have learned as a student, scholar, and teacher.
Objectives:
Impostor 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.
Method:
Medical 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.
Results:
The 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.
Conclusions:
Impostor 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.
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.
In The Latinx Guide to Graduate School Genevieve Negrón-Gonzales and Magdalena L. Barrera provide prospective and current Latinx graduate students in the humanities and social sciences fields with a roadmap for surviving and thriving in advanced-degree programs. They document the unwritten rules of graduate education that impact Latinx students, demystifying and clarifying the essential requirements for navigating graduate school that Latinx students may not know because they are often the first in their families to walk that path. Topics range from identifying the purpose of graduate research, finding the right program, and putting together a strong application to developing a graduate student identity, cultivating professional and personal relationships, and mapping out a post--graduate school career. The book also includes resources for undocumented students. Equal parts how-to guide, personal reflection, manifesto, and academic musing, this book gives a culturally resonant perspective that speaks to the unique Latinx graduate student experience.
Well, you have made it to academia. Maybe you have been here for a while and yet, sometimes you get this disturbing feeling that you don’t really belong here, that you are not good enough and that someday you will be found out and unmasked as the fraud that you are. I get these feelings. Many in academia get those feelings. One of the most wonderful things about working in academia is that you are surrounded by very smart accomplished people. It can be an extraordinarily stimulating environment. One of the most problematic things about working in academia is that you are surrounded by very smart accomplished people. It can be an extraordinarily humbling environment. Statistically, the likelihood that you are the smartest and most accomplished among them is vanishingly small. I know that I am not that one. Most of the time, this doesn’t bother me. I see the environment as a bountiful opportunity to learn new things and sometimes even accomplish some good (if not great) things. However, those darker moments are no stranger and I wonder if I belong here. I don’t have tenure; I don’t have four R01s; I am not a member of any of the fancy societies like ASCI and AAP. This is not to say that I have not accomplished anything. I am a professor after all. I have more than 200 publications. Heck, I have written a book. I am probably the only person at this university who has received major teaching awards from both the medical school and the business school. Yet, still I find myself worrying that someday I will be found out—unmasked as a fraud. William Buter Yates wrote: “The best lack all conviction, while the worst are full of passionate intensity.” The former would seem to suffer from the imposter syndrome, while the latter are something else entirely. The misalignment between objective reality and the subjective experience of that reality has been termed the imposter syndrome or imposter phenomenon. It is a feeling of intellectual self-doubt where people fear their unmasking as fraud in the face of objective evidence to the contrary.
Objective:
This scoping review will identify and map the literature on interventions to address impostor phenomenon.
Introduction:
Impostor phenomenon, also known as Impostor syndrome, describes intense feelings of fraudulence and chronic self-doubt. The phenomenon has been associated with a range of psychological issues and has been linked to negative career outcomes. While research on the prevalence of impostor phenomenon and its associated comorbidities has been reported for over 40 years, there is a paucity of studies that describe interventions to address this phenomenon.
Inclusion criteria:
The review will consider any English-language study that describes or evaluates interventions to mitigate impostor phenomenon. Quantitative and qualitative studies will be sourced from published literature, gray literature, and the references of retrieved articles. Studies will not be limited by participant or setting. Authors of primary studies will be contacted to identify additional sources or for clarifications, where required. Conference abstracts, editorials, and opinion papers will be excluded.
Methods:
Databases to be searched will include APA PsycNet, MEDLINE, Scopus, and Web of Science. All databases will be searched from inception till the present. Retrieved citations will be independently reviewed by the reviewers, and relevant studies will be extracted using a data extraction form developed for this review. The results will be presented in tabular format and accompanied by a narrative summary. The review will be conducted in accordance with the JBI guidelines for scoping reviews.
Scoping review registration:
OSF osf.io/w7xg6.
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.
The ’80s are back. And not only because Elton John’s upbeat 1983 single “I’m Still Standing” has been a frequent background to my train of thoughts lately: “I’m still standing better than I ever did
Looking like a true survivor, feeling like a little kid,”
Transferring leadership across generations is a defining characteristic of family businesses. Yet many successors underperform, and little is known about why. We extend parental control theory to develop a model of parenting effects in family businesses. Primary dyadic data from successors and subordinates in 119 family businesses, supplemented with 24 interviews with family business leaders, shows that predecessors’ parenting style affects successors’ psychological functioning, which impacts employees’ citizenship and counterproductive behaviors. Among firms that make it to the second generation, the seeds of success are partially sown long before succession takes place, drawing attention to the important role of parenting.
Developing scholars sometimes struggle to situate their own position in the research and to comprehend how that affects their attitudes and behaviors. They frequently experience imposter syndrome and feelings of inadequacy, which lead to anxiety toward the research and publication processes. This paper presents a method for incorporating collective autoethnography into a graduate course context, aiming to demystify such processes and to cultivate scholarly identity. The doctoral students in a graduate seminar agreed to journal following course meetings. Following completion of the course, the journal entries were compiled. This compilation was reviewed and reflected on by each member individually, and then the group met to collectively discuss the data. Since that initial study, the developing scholars have elected to continue their work together, with each member continuing to benefit from additional scholarship creation, continued peer mentorship, and a supportive group in which to continue to develop scholarly identity. Brief reflections by the authors illustrate their experiences. Through this collective work, the journals resulting in the autoethnography empowered students to understand their positionality and intersectionality, resulting in rich and layered autoethnographic accounts of learning. Through their interests in the jointly conducted project, students gained a sense of authority and position from which to analyze their growing knowledge and identities as scholars.
This exploratory study aims to reveal how impostor feelings and general self-efficacy co-explain students' test-anxiety and academic achievements, while testing the possible preceding effect of maternal psychological control using the students' recollections of their mothers. The study's sample comprised 142 students at several academic institutions in Israel, whose age ranges from 20 to 52 (M age = 27.53, SD = 5.61). The results of a path model testing the direct and indirect associations between these variables yielded three main findings: First, students' impostor feelings and self-efficacy were inversely intercorrelated, while, when taken together, only the former was uniquely associated with test-anxiety (i.e., in a positive direction). This finding is among the first that empirically confirms the association between the two phenomena in students. The association between self-efficacy and test-anxiety was fully mediated by the students' impostor feelings. Second, maternal psychological control was negatively and positively associated with the students' self-efficacy and impostor feelings (respectively). The latter, in turn, significantly mediated the maternal effect on the students' test-anxiety. Finally, test-anxiety and self-efficacy were inversely related to the students' academic achievements (i.e., in opposite directions). Test-anxiety fully mediated the negative association between the students' impostor feelings and their academic achievements. The importance and novelty of the findings are discussed in light of the background literature, while specifying the directions for further research.
We use a storytelling approach in this study to convey our experiences as graduate students managing the triple pandemic of COVID-19, social unrest, and the mental health of doctoral students of color. We use the analytical practice of storytelling through testimonios to investigate how we navigate higher education institutions while enhancing our positionalities in the face of structural barriers and social challenges. We talk about our encounters with racism, discrimination, and power structures to demonstrate the influence of political and social pressures that exist as we navigate the doctoral program. We believe that if higher education administrators and educators are aware of the experiences of students of color navigating the laberinto of PhD programs, they can develop curriculum and support structures to help doctoral candidates thrive.
What you can do to ensure you are confident in your work, and why this is important. Covers defending your thesis, doubting your abilities and hindsight.
The OECD (Organisation for Economic Co-operation and Development) provides a list of key competencies which current learners/student should acquire to be future-proof. The three key competencies are „(1) Use tools (language, technology…) interactively“, „(2) Act autonomously“ and „(3) Interact in heterogeneous groups“.
Traditional teaching focuses on providing information. I redesigned the structure of my class “Electrical Engineering” (EE) for first year Bachelor students in order to provide not only fact knowledge transfer, but also to gain and improve said key competencies. In my talk I will present methods and materials, I use, to give my students that expertise. The class format has been changed to an inverted classroom concept. In preparation of the course, the class students work self-paced on teaching videos and easy test questions to gain basic knowledge about a topic (Key 2). In class, students are stimulated to get into discussion with their colleagues via Peer Instruction (PI) questions. To support the discussion between students (Key 3), small whiteboards are handed to student-groups at the beginning of each class. Besides, those whiteboards are used for solving assignments during class time. A supervisor can walk through the room and assesses the progress of the teams. Solutions or mistakes that are worth discussing are presented in the plenum by streaming the whiteboard via a document camera. The teacher establishes a positive culture of failure, as there is no blaming and shaming, but collaborative learning. The whiteboards are a game changer in the attendance time.
To encourage the use of different tools (Key 1), simulations of ideal electrical components are integrated in the teaching part. For showing the difference to real live, electrical components as resistor, multimeters etc. were handed to the students during class for guided experiments. This trains scientific working along the lines of thesis - experiment - result - conclusion, but also forces students to think about the differences between ideal models and reality. The modified course concept has been widely complimented by students, stating they are very happy to be in that class and feel well prepared for the exam.
Background:
Burnout is well characterised in physicians and residents but not in paediatric cardiology fellows, and few studies follow burnout longitudinally. Training-specific fears have been described in paediatric cardiology fellows but also have not been studied at multiple time points. This study aimed to measure burnout, training-specific fears, and professional fulfilment in paediatric cardiology fellows with the attention to time of year and year-of-training.
Methods:
This survey-based study included the Professional Fulfillment Index and the Impact of Events Scale as well as an investigator-designed Fellow Fears Questionnaire. Surveys were distributed at three-time points during the academic year to paediatric cardiology fellows at a large Midwestern training programme. Fellow self-reported gender and year-of-training were collected. Descriptive analyses were performed.
Results:
10/17 (59%) of fellows completed all surveys; 60% were female, 40% in the first-year class, 40% in the second-year class, and 20% in the third-year class. At least half of the fellows reported burnout at each survey time point, with lower mean professional fulfilment scores. The second-year class, who rotate primarily in the cardiac ICU, had higher proportions of burnout than the other two classes. At least half of fellows reported that they "often" or "always" worried about not having enough clinical knowledge or skills and about work-life balance.
Conclusions:
Paediatric cardiology fellows exhibit high proportions of burnout and training-specific fears. Interventions to mitigate burnout should be targeted specifically to training needs, including during high-acuity rotations.
As defined by the International Classification of Diseases 11th revision, burnout is a syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed. It is characterized by three dimensions: feelings of energy depletion or exhaustion, feelings of negativism or cynicism related to one's job, and reduced professional efficacy. Multiple studies using the most widely accepted standard for burnout assessment—the Maslach Burnout Inventory—reported an increased incidence of burnout amongst all healthcare workers, particularly physicians. The most reported factor leading to burnout is the lack of appropriate work-life integration (WLI). WLI is a complex issue that requires prioritization, value alignment, boundary setting, and lifelong work. This chapter highlights a few of the many barriers to WLI in medicine, the impact of burnout on the delivery of quality care, and strategies to achieve a goal-based WLI for healthcare workers offering direct patient care during and after training.
Beginning with a review of some widely-circulated studies of social barriers inhibiting women’s cultivation of the self-esteem and confidence upon which leadership depends, the heart of this essay intentionally resembles intergenerational storytelling. This self-conscious daughterly narrative draws attention to the intersectional factors, and puts into historical perspective, a working-class mother’s striving in the 1970s and 1980s to achieve authorised presence as a leader. A series of vignettes chronicling her standing up with and for others discloses a structural explanation for the transformation in women’s sense of self permitting a perceptible acceleration in the general emergence of women leaders in the US context during the last quarter of the twentieth century.
This article outlines a reflective account of my experience of being redeployed from the role of an Assistant Psychologist to the role of a Support Worker during the Covid-19 pandemic.
Postgraduate study can often be a challenging and lonely experience. We share our experiences and advice in managing looking after yourself during your research and study, giving particular focus to social support strategies.
With the communication and many aspects of social life moving into the online domain, social interaction and communication between individuals in corporate environments are often being transferred to the virtual realms in search of solutions to save time and money. This paper explores the way in which online coaching can provide a fruitful platform to introduce online communication and staff development in constructive ways where social and relational aspects of the group are accommodated.
The two key areas of research presented in this paper are: (i) online coaching: exploring different modes of online coaching and the impact of combining individual and group coaching, and (ii) behavioural change: exploring different methods and approaches to develop self-confidence in young women.
The sample chosen for this study is a group of young women. The reason this sample was chosen is that the author’s coaching practice has been delivering a three-month in-person coaching programme, focused on developing young women from different organisations, aged between mid-20s to mid 30s, for the last six years. With organisations cutting costs and individuals being short of time, the author wanted to investigate if an online coaching programme could offer an alternative solution to in-person coaching. Our research, backed up by the author’s own experience, also responds to the call for evidence and confirms previous claims (Followell, 2014) that if coaching is made available to women in the early stages of a career, this can help develop their self-confidence, self-belief and leadership skills.
The research presented here is an exploratory, longitudinal study, using a sample size of 12 women, from two organisations, as well as one individual participant. The online coaching programme took place over six weeks, with quantitative and qualitative data gathered on two separate occasions, using questionnaires and semi-structured interviews. The data collected from the first questionnaire and semi-structured interview informed the design of the online coaching programme. The data collected from the second questionnaire and semi-structured interview measured the participant’s expectation against experience of online coaching. Thematic analysis was used to analyse the data.
Drawing together current thinking, research objectives and findings, demonstrates how online coaching, using synchronous and asynchronous coaching, combined with individual and group coaching, creates a powerful range of methods to facilitate behavioural change. The study demonstrates that coaching young women, individually, as well as a group, helps to develop self-confidence. The programme also encouraged risk taking which led to new learning and behavioural change.
Undergraduate student mental health and wellbeing is becoming an increasingly important topic. In particular, students from backgrounds that have been traditionally underrepresented in higher education may have increased difficulties during the transition to university. Therefore, ‘Mind Your Mind’, a pilot, three-part programme of workshops facilitated by doctoral clinical psychology students to support first year undergraduate psychology students was developed. The workshops were formulation-based and explored ‘social media’, ‘anxiety’ and ‘belonging’. Students generally found the workshops useful and easy to understand, and felt that attending the workshops increased their wellbeing. The programme also provided an opportunity for the clinical psychology students to develop their skills and give something back. Reflections on the development, facilitation and sustainability of the programme are discussed.
In a study with 96 4th graders, some support was obtained for a naive analysis of causal attributions for success and failure which assumes that Ss interpret feedback in an essentially logical fashion. Success more than failure was attributed to effort. Attributions to luck and ability were largely a function of consistency of feedback. Biased use of available information, indicating either defensiveness or self-derogation, was also found and varied with attainment value and sex. Boys defensively attributed failure to luck; girls' ability attributions were self-derogatory. These sex differences helped account for boys' higher expectancies when feedback was limited or contradictory. Individual differences in attributions were related to individual differences in minimal standards of success, affective responses to feedback, and feelings about a forthcoming test. (27 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
EXAMINED THE RELATIONSHIP OF SELF-CONCEPT TO DIFFERENTIALLY VALUED SEX-ROLE STEREOTYPES. ON A QUESTIONNAIRE CONSISTING OF 122 BIPOLAR ITEMS, 74 MALE AND 80 FEMALE STUDENTS INDICATED WHAT TYPICAL ADULT MALES, FEMALES, AND THEY, THEMSELVES, WERE LIKE. RESULTS INDICATE (1) STRONG AGREEMENT BETWEEN SEXES ABOUT DIFFERENCES BETWEEN MEN AND WOMEN, (2) SIMILAR DIFFERENCES BETWEEN THE SELF-CONCEPTS OF THE SEXES, AND (3) MORE FREQUENT HIGH VALUATION OF STEREOTYPICALLY MASCULINE THAN FEMININE CHARACTERISTICS IN BOTH SEXES. CONTRARY TO EXPECTATIONS, DIFFERENTIATIONS BETWEEN SELF-CONSEPTS AND STEREOTYPIC CONCEPTS OF MASCULINITY AND FEMININITY, AS A FUNCTION OF SOCIAL DESIRABILITY, WERE NOT FOUND. (25 REF.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The motive to avoid success is conceptualized within the framework of an expectancy-value theory of motivation. It is identified as an internal psychological representative of the dominant societal stereotype which views competence, independence, competition, and intellectual achievement as qualities basically inconsistent with femininity even though positively related to masculinity and mental health. The expectancy that success in achievement-related situations will be followed by negative consequences arouses fear of success in otherwise achievement-motivated women which then inhibits their performance and levels of aspiration. The incidence of fear of success is considered as a function of the age, sex, and educational and occupational level of subjects tested between 1964 and 1971. Impairment of the educational and interpersonal functioning of those high in fear of success is noted and consequences for both the individual and society are discussed.
Consensus about the differing characteristics of men and women exists across groups differing in sex, age, marital status, and education. Masculine characteristics are positively valued more often than feminine characteristics. Positively-valued masculine traits form a cluster entailing competence; positively-valued feminine traits reflect warmth-expressiveness. Sex-role definitions are incorporated into the self-concepts of both men and women; moreover, these sex-role differences are considered desirable by college students and healthy by mental health professionals. Individual differences in sex related self-concepts are related to sex-role relevant behaviors such as achieved and ideal family size. Sex-role perceptions also vary as a function of maternal employment.
Typescript. Thesis (M.A.)--Roosevelt University, 1998. Includes bibliographical references.
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