Exploring the connection between impostor phenomenon and postgraduate students feeling academically-unprepared

Cisco, Jonathan

doi:10.1080/07294360.2019.1676198

Cited by 44 publications

(35 citation statements)

References 42 publications

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“…Facing these new challenges can be overwhelming and students compensate by engaging in sabotaging behaviours (such as procrastination, perfectionism, or avoidance) because they feel they must write like the experts in their field. Cisco (2020a) found that imposter phenomenon feelings became more prevalent with the challenge of these new and more complex academic tasks. This struggle during the reading and writing process can be attributed to a need for further development of the necessary academic literacy skills for a specific discipline.…”

Section: Academic Integrity and The Imposter Phenomenonmentioning

confidence: 99%

“…As highlighted above, an array of cultural differences exists in understanding academic integrity. These differences in academic expectations can be wide-reaching, including a lack of language proficiency, as well as an unfamiliarity with the myriad of research and writing practices of their host universities (Cisco 2020a;Fatemi and Saito 2020). These differences can negatively affect postgraduate international students' transition into academia, potentially leading to academic dishonesty (Fatemi and Saito 2020).…”

Section: Academic Integrity and Cultural Differencesmentioning

confidence: 99%

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Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

et al. 2021

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This conceptual review seeks to reframe the view of academic integrity as something to be enforced to an academic skill that needs to be developed. The authors highlight how practices within academia create an environment where feelings of inadequacy thrive, leading to behaviours of unintentional academic misconduct. Importantly, this review includes practical suggestions to help educators and higher education institutions support doctoral students’ academic integrity skills. In particular, the authors highlight the importance of explicit academic integrity instruction, support for the development of academic literacy skills, and changes in supervisory practices that encourage student and supervisor reflexivity. Therefore, this review argues that, through the use of these practical strategies, academia can become a space where a culture of academic integrity can flourish.

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Section: Academic Integrity and The Imposter Phenomenonmentioning

confidence: 99%

Section: Academic Integrity and Cultural Differencesmentioning

confidence: 99%

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

et al. 2021

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“…The imposter syndrome applies to individuals who reflect differences (Chakraverty, 2020), especially when compared to the perceived majority of the institution (Gardner & Holley, 2011). Feelings of inferiority created by imposter syndrome can challenge student confidence and overall well-being, potentially leading to diminishing diversity, graduation delays, or even non-completion (Chakraverty, 2020;Cisco, 2020;Corcelles et al, 2019;Cotterall, 2015;McAlpine & Norton, 2006). Doctoral students suffering from imposter syndrome feel academically unprepared (Cisco, 2020) and often refrain from asking for help (Chakraverty, 2020) which seriously undermines one of the core aims of doctoral education to grow an individual's independence as a researcher (McAlpine et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Feelings of inferiority created by imposter syndrome can challenge student confidence and overall well-being, potentially leading to diminishing diversity, graduation delays, or even non-completion (Chakraverty, 2020;Cisco, 2020;Corcelles et al, 2019;Cotterall, 2015;McAlpine & Norton, 2006). Doctoral students suffering from imposter syndrome feel academically unprepared (Cisco, 2020) and often refrain from asking for help (Chakraverty, 2020) which seriously undermines one of the core aims of doctoral education to grow an individual's independence as a researcher (McAlpine et al, 2014). In addition, imposter syndrome adds an extra layer to the already challenging environment of doctoral education which has been seen to discourage students from planning academic futures (Sauermann & Roach, 2012).…”

Section: Discussionmentioning

confidence: 99%

From Imposter Syndrome to Heroic Tales: Doctoral Students’ Backgrounds, Study Aims, and Experiences

Nori

Peura

Jauhiainen

2020

IJDS

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Aim/Purpose: The aim of this study is to provide a comprehensive picture of doctoral students’ dissertation journeys using Finland as a case country. More specifically, the article examines (1) the students’ backgrounds, (2) their study motives and experiences, and (3) whether or not these elements are related. Background: Despite the massification of higher education (HE), there is a shortage of detailed mixed-methods studies about PhD students’ backgrounds and their experiences of doctoral study. Existing research does not give a clear indication of the extent to which home background is reflected in PhD applications and whether or not that background is related to the subsequent experience of doctoral students. Methodology: This paper is based on both quantitative and qualitative data. We utilize a person-based register (N = 18,585) and a survey (n = 1,651). Our main methods are k-means cluster analysis, t-test, and directed content analysis. Our theoretical approach is Bourdieuian. We use the concept of doctoral capital when evaluating the backgrounds, resources, and success of PhD students through the dissertation process. Contribution: This study uses a mixed-methods approach and is the first to incorporate quantitative data about the entire doctoral student population in Finland. In addition, open-ended responses in the survey make the PhD students’ own experiences visible. By approaching our research subject through a mixed methods lens, we aim to create a comprehensive understanding about their dissertation journeys. With this study, we also contribute to the debate initiated by Falconer and Djokic (2019). They found that age, race, and socioeconomic status (SES) do not influence academic self-efficacy and academic self-handicapping behaviors in doctoral students. However, in this study, a link was found between the PhD students’ backgrounds (age and parents’ SES), and their study aims and experiences. Findings: Cluster analysis revealed three different groups of PhD students: Status Raisers, Educational Inheritors, and Long-term Plodders. PhD students in these groups have different resources, experiences, and chances to survive in the academic community. There are two main findings. First, the influence of the childhood family extends all the way to doctoral education, even in Finland, which is considered to have one of the most equal HE systems in the world. Some PhD students from low-educated families even experienced so-called imposter syndrome. They described experiences of inadequacy, incompetence, and inferiority in relation to doctoral studies and fellow students. Second, the influence of family background may diminish with age and life experiences. In our study, many mature doctoral students had become empowered and emancipated to such an extent that they relied more on their own abilities and skills than on their family backgrounds. Many felt that their own persistence and resilience have played an important role in their doctoral studies. There were also a few ‘heroic tales’ about hard work and survival in spite of all the hurdles and distresses. Recommendations for Practitioners: PhD students are a very heterogeneous group. Their motives and goals for applying for doctoral studies vary, and their backgrounds and life situations affect their studies. There are three critical points educational practitioners should pay special attention to (1) supervision and support (mentoring), (2) length of funding, and (3) granted research periods. Recommendation for Researchers: Because Finland and the other Nordic countries have a long tradition of equal educational opportunities, we need comparative studies on the same topic from countries with higher educational disparities. Impact on Society: Inequalities in educational opportunities and experiences originate at the very beginning of the educational path, and they usually cumulate over the years. For this reason, the achievement of educational equality should be promoted not only through education policy but also through family, regional, and social policy decisions. Future Research: The Bourdieuian concepts of cultural, social, and economic capitals are also relevant in doctoral education. PhD students’ family backgrounds are reflected in their motives, experiences, and interpretations in the academic community. Future research should explore how to best support and reinforce the self-confidence of doctoral students from lower SES backgrounds.

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“…The impostor phenomenon is related to several outcomes that make it particularly problematic: outcomes such as concerns about mistakes signifying maladaptive perfectionism (Pannhausen et al, 2020), mental health issues (Sullivan & Ryba, 2020), psychological distress (Wei et al, 2020), anxiety and depression (Fraenza, 2016;Wang et al, 2019), fear of ridicule (Brauer & Proyer, 2019), and perceived feelings of competition (Canning et al, 2019). It is also related to academic under-preparedness (Cisco, 2020), self-doubt (Guillaume et al, 2019), lack of wellness (Houseknecht et al, 2019), burnout (Leach et al, 2019), lower self-esteem (Schubert & Bowker, 2017;Sonnak & Towell, 2001), impaired motivation (Vaughn et al, 2019), inadequacy (Cope-Watson & Betts, 2010), fear of being isolated or singled out (Cohen & McConnell, 2019), questioning oneself (Stone et al, 2018), lower self-efficacy (Blondeau & Awad, 2018), and other self-limiting traits. The Clance Impostor Phenomenon Scale (CIPS; Clance, 1985) is a popularly used scale used to measure the extent of impostor-feelings an individual experiences.…”

Section: Introductionmentioning

confidence: 99%

The Impostor Phenomenon Among Black Doctoral and Postdoctoral Scholars in STEM

Chakraverty¹

2020

IJDS

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Aim/Purpose: This study examined experiences related to the impostor phenomenon among Black doctoral and postdoctoral scholars in science, technology, engineering, and mathematics (STEM). Background: Research on the impostor phenomenon is usually focused on undergraduates, especially for Blacks, with sparse research on Black doctoral and postdoctoral scholars. This phenomenon was originally investigated among Whites. Due to fewer studies on Blacks, culturally-relevant understanding of the impostor phenomenon is limited. Methodology: This study used surveys and interviews (convergent mixed-methods) to examine the impostor phenomenon among U.S.-based doctoral and postdoctoral scholars (together referred to as “trainees”) in STEM. Participants took a survey (that used the Clance Impostor Phenomenon Scale or CIPS to individually compute impostor phenomenon scores) and a one-on-one, semi-structured interview. Survey (with CIPS scores) and interview data were converged from the same participants, who were recruited from a national conference focused on minorities in STEM (convenience sampling). Using constant comparative method and analytic induction, interview-data were categorized into themes. Contribution: Findings documented race-based impostor-experiences, possibly culturally relevant to other groups of underrepresented minorities (URMs). Findings have implications for research, policy, and practice. These include future initiatives to broaden participation in STEM careers among the underrepresented groups, support those who might experience this phenomenon and transition challenges in academia, and create greater awareness of the challenges trainees face based on their background and life experiences. Findings: Surveys indicated moderate to intense impostor phenomenon among 15 participants at the time data were collected. Interviews with the same participants found six themes linked to the impostor phenomenon: 1) Being the only-one, 2) Lack of belonging, 3) Stereotyping, micro-aggression and judgment, 4) External appearances, 5) Feeling like the “diversity enhancers,” and 6) Complications of intersecting identities. Recommendations for Practitioners: Practitioners should consider the tensions and complications of Black identity and how it ties to training experiences in STEM as well as how race-based impostor phenomenon could shape an individual’s interaction with faculty, mentors, and peers. This knowledge could be helpful in designing professional development programs for Blacks. Recommendation for Researchers: Study findings could have research implications on the way doctoral and postdoctoral training is reimagined to be more inclusive and welcoming of diversity across multiple axes of gender, race/ethnicity, class, first-generation status, ability, sexual orientation, and country of origin, among others. Impact on Society: Black trainees could be vulnerable to leaving STEM fields due to their underrepresentation, lack of critical mass, racial discrimination, and other unpleasant experiences. Conversations around training, development, and means to address psychological distress could focus on culturally-relevant experiences of the impostor phenomenon. Future Research: Future research could look at the experiences of other underrepresented groups in STEM such as Native Americans and Hispanics as well as among faculty of color and individuals from other fields beyond STEM.

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Exploring the connection between impostor phenomenon and postgraduate students feeling academically-unprepared

Cited by 44 publications

References 42 publications

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

From Imposter Syndrome to Heroic Tales: Doctoral Students’ Backgrounds, Study Aims, and Experiences

The Impostor Phenomenon Among Black Doctoral and Postdoctoral Scholars in STEM

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