Imposter phenomenon

Imposter phenomenon, or imposter syndrome, is considered “the persistent inability to believe that one’s success is deserved or has been legitimately achieved as a result of one’s own efforts or skills” (Oxford Languages, 2023). This phenomenon was first described in the 1970s by Dr. Pauline Clance and Dr. Suzanne Imes. The two friends met at Oberlin College where they began noticing that high-achieving women often felt like “intellectual imposters” despite their academic successes. In 1978, Imes and Clance published the first study on imposter phenomenon, titled “The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention”.

woman hiding behind a stack of books looking nervous

For Today’s student

Today, imposter phenomenon is widely recognized and is unfortunately commonly experienced by graduate students. Mental health, academic performance, and relationships can all be strained by imposter phenomenon. Often, students may feel like they aren’t as skilled or smart as their peers, aren’t qualified for graduate study, to be teaching a class, or that their successes are attributed to luck and not skill. Feeling like an imposter when standing in front of your classroom, especially in your first few semesters of teaching, is a common experience. Many TAs begin their assignments with little guidance or training, and some may be asked to teach topics they know very little about. In these situations, it is common to assume that you are the only one struggling and/or that you are not qualified to be standing in front of undergraduate students. We assure you this is not the case! On the contrary, you likely have more skills than you are aware of that you bring to your classroom. 

Many assert that imposter phenomenon is caused by systemic bias against women and people of color, and should be addressed not by asking individuals to overcome their self-doubts, but by creating more inclusive academic and professional environments. However, it is still important to recognize the signs of imposter syndrome so that you can seek help if you need it. Further, there are some techniques you can work on to help manage symptoms of imposter phenomenon. 

Tips for managing Imposter Phenomenon:

  • Remember that the negative feelings of imposter phenomenon are not reflective of your true abilities. Reminding yourself of your skills and achievements will help you build confidence.
  • Talk about your experiences. Being open with others about how you are doing will help you feel supported and will signal that they are note alone. Celebrate your achievements. Track your accomplishments and rewards yourself for working hard. Try not to dismiss your achievements and recognize that positive feedback from your peers, mentors, and students is well-deserved. Keep a folder with kind emails, thank you notes, and other small gestures of gratitude for your work. 
  • Expand your definition of “success”. This will help you recognize the ways you are growing that might not make it onto your C.V. For example, applying to a grant or fellowship (even if you don’t get it!), building community with fellow TAs, or getting positive feedback from your mentor or students are all measures of success.
  • Set realistic expectations for yourself, and recognize when perfectionism is leading you to spend too much time and energy on a particular task. Challenge yourself by working on something only until it is “good enough” (this becomes an important part of time management as well).
  • Share your failures (or even celebrate them!). Failure is inherent to the learning process. Talking about your challenges can help you gain a new perspective on them and can also help other graduate students feel less alone.
  • Take care of yourself. Avoid comparing yourself to others and being overly self-critical. Treat yourself with kindness and respect, and make time for activities that help you feel happy and calm. 

equity-based principle: Academic Belonging

Working to recognize and manage your imposter phenomenon can increase your feeling of belonging to your field of study, which can help you and your students. When you are able to work through your experiences with imposter phenomenon, you’ll be better equipped to guide students towards developing their own sense of confidence and belonging.