Presenter(s)

    Heather E. Ashley

    Comments

    Presentation: 5:00-6:30, LTC Studio

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    Description

    First-generation students experience a number of barriers in higher education, including imposter syndrome. Imposter syndrome is the feeling of doubt in one’s perceived achievements and abilities as it relates to their career and/or education (Clance & Imes, 1978; Peteet et al., 2015). This phenomenon impacts many facets of student wellbeing. An aspect of imposter syndrome that has not yet been explored, save for a few studies (Holden et al., 2021; Mikell & Davis, 2022), is the perspectives of first-generation students as they experience this phenomenon. This qualitative study focuses on first-generation students' experience with imposter syndrome and how such experience intersects with social location and social identities. This research uses a qualitative constructivist approach (Creswell & Creswell, 2023) and semi-structured interviews to answer: How are first-generation students impacted by imposter syndrome? How do first-generation college students perceive imposter syndrome? How do issues of inequity and systemic oppression contribute to the challenges facing first-generation college students? The findings of this study demonstrate a complex relationship between success and pressure on first-generation students that seemingly fosters a mindset of imposter syndrome.

    Publication Date

    4-17-2024

    Project Designation

    Graduate Research

    Primary Advisor

    Graham F. Hunter

    Primary Advisor's Department

    Counselor Education and Human Services

    Keywords

    Stander Symposium, School of Education and Health Sciences

    Institutional Learning Goals

    Scholarship; Community

    “Why Me?”: An Exploration of First-Generation Students Experiencing Imposter Syndrome

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