On Binghamton University Week: If you feel like a fraud, it might be the imposter phenomenon.
Jiyun Elizabeth Shin, psychology lecturer, explains.
Shin’s research and teaching are transactional, mutually informing and inspiring the other. Her research explores the individual and psychosocial factors that contribute to students’ academic engagement (particularly students from underrepresented groups). This work has allowed her to identify critical conditions under which learning is maximized for all students. Consistent with her research (and that of others who highlight the importance of positive learning environments), she has developed her teaching philosophy around creating learning environments that are inclusive and supportive as well as intellectually stimulating and challenging for all students.
Feel like a Fraud Even When You’re Successful? It May Be Impostor Phenomenon
It’s extremely easy to second-guess yourself in everyday life. Many people feel like frauds despite actually succeeding at school or work.
That’s the core of impostor phenomenon – the belief that your successes – whether good grades or work achievements – result from luck or mistakes. You worry people will eventually discover you’re not as smart or capable as they think. This can lead to greater burnout, worse mental health, and even leaving one’s field.
My colleague and I researched how this affects college students, mainly how it impacts their willingness to seek academic help. For students experiencing this, the effects can be dire. Those experiencing impostorism are less likely to ask for academic help when needed, fearing QUOTE “being found out.” Not reaching out for help can lead to isolation from their academic community and also increase their chances of dropping out entirely. Remarkably, this occurs even while they’re performing well academically
While anyone can experience impostorism, historically marginalized or underrepresented groups may be more vulnerable due to negative societal beliefs. Harmful stereotypes incorrectly paint some as not being naturally good enough in certain fields. For example, ninety-seven and a half percent of women in STEM graduate programs I studied reported at least moderate impostor experiences.
Impostorism doesn’t just make people feel bad – it creates a harmful cycle. Encouraging academic help-seeking can break the stigma around reaching out. Student group discussions about impostorism could help students realize they’re not alone in these feelings.
Helping every student feel they belong won’t solve impostorism completely, but it can certainly help students reach their full potential by breaking this destructive pattern of self-doubt.
