Deindividualising Imposter Syndrome: Imposter Work among Marginalised STEMM Undergraduates in the UK

Murray, Órla Meadhbh; Chiu, Yuan-Li Tiffany; Wong, Billy; Horsburgh, Jo

doi:10.1177/00380385221117380

Cited by 12 publications

(11 citation statements)

References 33 publications

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“…Certain student groups in the UK, namely those from marginalized or vocational backgrounds, may be at risk of feeling inadequate or fraudulent at university (i.e. imposter syndrome; Meadhbh Murray et al., 2022). Thus, extending this work may help shed further light on how certain emotional profiles are at greater risk of poorer well‐being, maladaptive motivation and imposter syndrome.…”

Section: Discussionmentioning

confidence: 99%

First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment

Earl,

Bishop,

Miller

et al. 2024

Brit J of Edu Psychol

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BackgroundStudents' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first‐year students' emotionality may be valuable in understanding their academic engagement and performance.AimsThe study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment.SampleParticipants were 294 first‐year undergraduate students from a university in the United Kingdom (Mage = 19.33 years; 127 men; 162 women).MethodsStudents completed self‐report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment.ResultsFour emotional profiles emerged: positive; moderate; negative; mixed‐valence (both positive and negative activating emotions). The positive and mixed‐valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed‐valence and negative emotion groups, but not the moderate group.ConclusionsThe findings highlight the diverse emotional experiences of first‐year university students and the existence of co‐occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.

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Section: Discussionmentioning

confidence: 99%

First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment

Earl,

Bishop,

Miller

et al. 2024

Brit J of Edu Psychol

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show abstract

“…Existing research has consistently illuminated the distinct disadvantages encountered by women compared to their male counterparts. These challenges encompass a spectrum ranging from a lower likelihood of consideration for tenure to receiving reduced pay and holding fewer senior positions (Martínez-Ruiz and Hernández-Amorós 2023; Meadhbh Murray et al 2023).…”

Section: Gender Disparities In Academia and Stemm: Challenges And Imp...mentioning

confidence: 99%

Empowering Undergraduate Women in Science, Technology, Engineering, Mathematics, and Medicine: Exploring Experiences, Fostering Motivation, and Advancing Gender Equity

Phillips

2024

Social Sciences

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The representation and success of women in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) have sparked discussions, given their underrepresentation in these traditionally male-dominated fields. While women comprise 40% of STEMM undergraduates, senior-level positions see this figure drop below 20%. Research suggests that gender disparities in STEMM participation result from motivational differences, rather than competence. Exploring the reasons for these disparities are important as they can have significant consequences for the acknowledgement of women in STEMM, the maintenance of their STEMM discipline, and future careers. As such, this study explored how the experiences of 13 female undergraduates in Australian STEMM programs impacted their motivation and persistence in their degree. Through face-to-face semi-structured interviews, analysed via reflexive thematic analysis, five themes were constructed, encapsulating diverse experiences shaping female undergraduates in STEMM, influencing self-efficacy, determination, and well-being. Early exposure and environment were pivotal, acting as motivators or deterrents. Additionally, peer support was suggested as being crucial, fostering belongingness in the male-dominated space. Participants also grappled with recognition challenges, influenced by gender imbalances and a lack of role models. Intimidation was evident, leading to thoughts of dropping out, but passion drove persistence amid these challenges. The research increases awareness and understanding of the challenges faced by female undergraduates in STEMM, offering valuable insights for developing strategies to enhance their university experiences and promote success in future STEMM careers.

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“…Maybe it's the imposter syndrome I battle with every day." Adam continued this by pointing out that the imposter syndrome omnipresent within academia is oftentimes particularly powerful for racialized folks (Ahmed, 2012;Murray et al, 2022). Murray et al (2022) argue that imposter feelings are a "form of unevenly distributed emotional work," which are required to survive and thrive within structurally unequal universities (p. 2).…”

Section: Critical Friends Dialogue #2mentioning

confidence: 99%

Critical Friends, Dialogues of Discomfort, and Researcher Reflexivity in the Sociology of Sport

Ali,

Smith,

Dao

2023

Sociology of Sport Journal

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In this special issue, which calls for a “more radical sociology of sport and physical culture,” the purpose of this paper is to address how practices of reflexivity might be mobilized among critical sport scholars toward changing the intersectional, fragmented, and complex communities we inhabit inside and outside the academy. We begin by conducting a literature review of researcher reflexivity and positionality in Sociology of Sport Journal from 2000 to 2022. Utilizing Wanda Pillow’s “reflexivities of discomfort,” we interrogate our own research by engaging in a reflexive dialogue as “critical friends.” Through this work, we try to make sense of the potential of these dialogues for shaping our ethical, political, and personal approaches to research, writing, methodology, and knowledge production.

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Deindividualising Imposter Syndrome: Imposter Work among Marginalised STEMM Undergraduates in the UK

Cited by 12 publications

References 33 publications

First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment

First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment

Empowering Undergraduate Women in Science, Technology, Engineering, Mathematics, and Medicine: Exploring Experiences, Fostering Motivation, and Advancing Gender Equity

Critical Friends, Dialogues of Discomfort, and Researcher Reflexivity in the Sociology of Sport

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