The Roles of Gender Stigma Consciousness, Impostor Phenomenon and Academic Self-Concept in the Academic Outcomes of Women and Men

Abstract

The question of gender differences in academic outcomes has been widely reported and debated. Recent data suggest more similarities than differences in achievement, yet also show males being more likely to make ability attributions for grades while females are more likely to make effort attributions. Thus, it may be more useful to focus on underlying factors and psychological processes that are gendered and influence academic outcomes. The primary purpose of this study was to test a hypothesized model of academic outcomes in a sample of U.S. undergraduate women and men in the Southwest (345 women, 146 men). Participants were recruited from an educational psychology subject pool and completed an online survey. A hypothesized path model was tested that linked gender stigma consciousness to impostor phenomenon, and linked impostor phenomenon to the academic outcomes of disengagement and grade point average (GPA) through academic self-concept. Alternative models were also tested that included 1) academic self-concept predicting impostor feelings, 2) impostor feelings predicting gender stigma consciousness, and 3) GPA predicting academic self-concept. Results revealed the hypothesized model fit the data reasonably well across men and women while the alternative models resulted in a poorer fit. However, there were notable differences in some of the paths. The path from impostor phenomenon to GPA was significant for women but not men, while the path from academic selfconcept to disengagement was significant for men but not women. Theoretical and practical implications regarding the gendered role of impostor feelings in grades are discussed.

Impostorism in third-year medical students: an item analysis using the Clance impostor phenomenon scale

“…1). These differences are consistent with findings in undergraduates where female impostors tended to have higher grade point averages and spend more time on academics than males [48,49]. Females have also been found to put higher importance on others' opinions about them [47].…”

“…Relationships with mentors, women in leadership positions, and supportive romantic partners can be beneficial [58]. Interventions raising awareness of gender bias and stigma have also been recommended for females with impostorism [49,59].…”

Behold the best and worst of me: the impostor phenomenon and academic behavior in the business area,

“…The cumulative findings indicated behavioral traits that relate with the IP, elements that contribute to an accentuation of feelings of impostorism, and the existence of behavioral characteristics shared by those burdened with impostor fears. Impostors tend to share behavioral attitudes involving feelings of inauthenticity and a search for social approval (Cokley et al, 2015;Kets de Vries, 1989;Li, Hughes, & Thu, 2014;Parkman, 2016), which cause this internal experience to be maintained. In this sense, the IP has multiple etiological factors and specific characteristics that affect the individual's well-being and mental health (Chassangre, 2014), such as introversion,…”

A Division III Study: Does Being a Collegiate Athlete Cause Lower GPAs, While Also Causing Negative Treatment in the Classroom by Other Students?

“…However, it seems once they come in contact with the team, individuality is lost and the individual meshes with the team. It seems that once on the team players start achieving similar lower GPAs and start to feel academically detached from the other students who are not athletes (Adler and Adler 1985;Cokley et al 2015;Cooper, Davis, and Dougherty 2017). The hours and amount of practice athletes are required to participate in foster the disengagement towards academics (Eitzen 1987).…”