The Imposter Syndrome as Related to Teaching Evaluations and Advising Relationships of University Faculty Members

Brems, Christiane; Baldwin, Margaret; Davis, Lance E.; Namyniuk, Lorraine

doi:10.1080/00221546.1994.11778489

Cited by 43 publications

(34 citation statements)

References 10 publications

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“…Exploring impostor syndrome in the lives of faculty, Brems, Baldwin, Davis, and Namyniuk (1994) studied the ways in which impostor syndrome influenced college faculty interactions with students. The authors found that, among 112 tenure-track faculty members at a northwestern university, impostor syndrome influenced their availability to students, student advising, and teaching evaluations.…”

Section: Adult Learners In Collegiate Environmentsmentioning

confidence: 99%

Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism

Dancy

Jean‐Marie

2014

Mentoring & Tutoring: Partnership in Learning

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Mentoring for faculty of color is critical given their underrepresentation in American colleges and universities. However, the ways in which faculty of color internalize racialized oppression and how it affects their success remains understudied. In this manuscript, the authors juxtapose a literature synthesis concerning faculty of color against a critical review of impostorship theory and impostor syndrome as these phenomena are found to contribute to disparate success trends among marginalized groups in higher education. More specifically, the authors discuss the ways impostor syndrome is shaped among faculty of color and how this disorder is potentially reproduced through their relationships with students in postsecondary education. The authors conclude with implications for mentoring and developing faculty of color, proffering new ways of thinking about relevant frameworks and approaches.

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Section: Adult Learners In Collegiate Environmentsmentioning

confidence: 99%

Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism

Dancy

Jean‐Marie

2014

Mentoring & Tutoring: Partnership in Learning

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“…Other demographic and education-related factors such as age (Akbar & Akhter, 2011), academic ranks (Colacion-Quiros & Gemora, 2016) and years of teaching experience (Gartia & Sharma, 2013) also contribute to their stress levels. Moreover, researchers found that stress is related to lower ratings of job performance (Hutchins 2015), lower student evaluations of teaching performance (Brems et al 1994), and higher levels of faculty anxiety (Topping and Kimmel 1985). Clark,Vardeman, and Barba (2012) also found that rank and years in service predicted faculty stress experiences.…”

Section: Discussionmentioning

confidence: 99%

Exploring Stressors of the University Faculty members: A Comparative Study

Alboliteeh¹

2019

ASSRJ

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Stress is defined as a dynamic condition in which an individual is confronted with an opportunity, constraint, demand related to what he or she desires and for which the outcome is perceived to be both uncertain and important. This study focused on the manifestations and the sources of stress on faculty members of Hail University for the 2nd Semester of Academic Year 2018-2019. A quantitative-comparative approach was employed in this study. There were 236 faculty who had participated in the study resulting to 94.4% response rate. Data collection started from February 2019 to April 2019. To measure manifestations and the sources of stress, the Total Teacher Concern Inventory was used. This consists of 48 distinct statements. Weighted mean, Analysis of Variance (F-test), and (t-test) were used. All statistical analyses were performed at 0.05 level of significance. Results shows that the faculty disagreed that the sources of stress from work-related stressors (3.47). A significant difference between time management and sex (0.04) was determined. Likewise, a significant difference between gastrointestinal manifestations (0.01), behavioral manifestations (0.01) and the faculty’s age was obtained.

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“…In conversation, several instructors provided very diplomatic, and perhaps also accurate, responses that indicated that they are developing their understanding continually, while others were more blunt in their responses. While continual development of understanding is likely to be a reality of academic research and endeavors, it may be also an artifact of a number of other factors including conscious competence in the mastery process (Ambrose et al 2010, p.97) or imposter syndrome (Brems et al 1994;Hutchins and Rainbolt 2017;Nedegaard 2016). The instructor responses not reflecting the likely diplomatic reply indicated opinions that were occasionally concealed in self-deprecating humor, where they made a joke about their own learning experiences.…”

Section: Research Findingsmentioning

confidence: 99%

Interdisciplinary insights from instructor interviews reconciling “structure and function” in biology, biochemistry, and chemistry through the context of enzyme binding

Yoho

Foster

Urban‐Lurain

et al. 2019

Discip Interdscip Sci Educ Res

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Structure and function is an essential crosscutting concept in undergraduate STEM education and appears in numerous disciplines and contexts from the introductory to advanced levels. This concept is exemplified by enzyme binding, a topic spanning biology, biochemistry, and chemistry. We interviewed 13 instructors with primary instructional appointments in these fields, focusing on how they think about and also teach structure and function in their courses. We focused on how they define the component terms, "structure" and "function," their personal learning development, and how they view the interactions among these three disciplines. Overall, we found that context and terminology appear to be key factors in these conversations, as well as in the classroom. These instructors, in reflecting on their own educational development, do not consider that they developed their understanding in an undergraduate classroom. Instead, they focused on research experiences, graduate studies, postdoctoral work, or even, teaching appointments as essential points for their own knowledge. These instructors held strong opinions about interactions among the disciplines, both from the perspectives of cross-talk and what their students experience. These opinions generally center on individual instructors' opinions of other disciplines, apparent inclination to collaborate on teaching across disciplinary lines, and general preconceptions of other fields. Overall, this work has implications on the path forward for undergraduate teaching and learning of structure and function.

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The Imposter Syndrome as Related to Teaching Evaluations and Advising Relationships of University Faculty Members

Cited by 43 publications

References 10 publications

Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism

Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism

Exploring Stressors of the University Faculty members: A Comparative Study

Interdisciplinary insights from instructor interviews reconciling “structure and function” in biology, biochemistry, and chemistry through the context of enzyme binding

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