Abstract

This study explores the prevalence and impact of Imposter Phenomenon (IP) on educational performance (EP) among students from marginalized communities. Using the theory of IP developed by Clance and Imes (1978), this research focuses on how IP affects students based on gender, race/ethnicity, first-generation status, and international status. A sample of 153 students from the College of Wooster completed surveys to assess their experiences with IP, Perceived Academic Performance (PAP), and coping methods. The results indicate that IP is higher among gender minorities and first-generation students, though racial and ethnic impacts on IP vary. Surprisingly, international students and domestic students showed nearly identical IP scores, suggesting that local campus factors may influence IP’s effects. Overall, the findings emphasize the need for academic institutions to foster environments of inclusion and belonging, especially for marginalized students. This research contributes to a deeper understanding of the cyclical relationship between IP and EP and highlights the importance of support systems in mitigating IP’s adverse effects on student performance and well-being.

Advisor

Clayton, Susan

Department

Psychology

Keywords

Imposter Phenomenon, Imposter Syndrome, Education, Educational Performance, Academic Performance

Publication Date

2024

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2024 Erica S. Bigham