Document Type
Article
Publication Date
9-2024
Publication Source
Journal of Thought
Abstract
The intersectional identities of Black, Indigenous, and Women of Color (BIWOC) affect their sense of belonging in doctoral study as they face microaggressions and unwelcoming institutional structures. Imposter Syndrome (IS), resulting from situational, institutional, and dispositional factors, is often the result of exclusion and self-doubt. Program directors, peers, and faculty members all have a role in creating an inclusive community that mitigates IS.
Inclusive pages
43-59
ISBN/ISSN
ISSN 0022-5231; EISSN 2375-270X
Document Version
Postprint
Copyright
© 2024 by Caddo Gap Press
Publisher
Society of Philosophy and History of Education
Volume
58
Issue
3-4
Peer Reviewed
yes
Keywords
imposter syndrome, BIWOC, BIPOC, doctoral study, intersectionality
eCommons Citation
Rogers-Shaw, Carol; Brion, Corinne; Jordan, Colissa; and Burden-Cousins, Megan, "Overcoming Imposter Syndrome in Doctoral Classrooms" (2024). Educational Leadership Faculty Publications. 301.
https://ecommons.udayton.edu/eda_fac_pub/301
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
Comments
The document available for download is the authors' accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.