Summary
Although the experience of Imposter Phenomenon (also known as imposter syndrome or impostorism) originated from research and interventions provided for a group of high achieving white women in the 1970’s (Clance and Imes, 1978), many who do not identify as white or female experience Imposter Phenomenon (IP). The experience of IP centers around perceptions of fraudulence that can be experienced when individuals doubt their ability to fulfill a particular role, or struggle to feel they belong in a particular group (Chrisman et al., 1995; Clance & Imes, 1978; Vergauwe et al., 2015). Those who struggle with IP often attribute their success to luck or circumstance despite evidence to the contrary. This core belief of fraudulence and the resulting fear of exposure creates a significant amount of stress. One of the associated consequences of the impostor phenomenon is an increase in psychological distress including depressive symptomatology, anxiety, decreased self-esteem and irrational thinking (McGregor et al., 2008; Oriel, Plane, & Mundt, 2004).
Black, Indigenous & People of Color (BIPOC) students often experience discrimination and microaggressions as they seek their undergraduate and graduate degrees, especially if attending a Predominately White Institution (PWI) or seeking a degree in a predominately White field of study (such as astronomy). Research has shown that African American students report feelings of alienation, isolation, and anxiety related to academic perceptions and performance (Levin, van Laar, & Sidanius, 2003). In emerging studies on the intersection of minority status, IP and mental health outcomes, researchers are finding that minority status stress was positively correlated with IP and psychological distress and negatively associated with positive predictors of wellbeing (Coakley et. al. 2017; Peteet et al., 2015; Smith et. al, 2017; Bernard et. al. 2017; McClain et al., 2016).
Despite the stressors related to minority status and IP there are buffers that exist and are able to mediate the negative, compounding effects. Researchers have found positive social support, positive mentors/teacher trust and autonomous learning to have buffering effects for BIPOC student experience of IP (Coakley et. al, 2017; Gardner et. al 2019; McClain and Coakley, 2017; Stone et. al. 2018). In this special session, we will facilitate a panel discussion about IP and its impact on BIPOC students in STEM, strategies and best practices for intentionally creating a positive and supportive peer network utilizing examples from the National Radio Astronomy Observatory, training and professional development strategies to assist STEM faculty in facilitating teacher trust while working with BIPOC students and developing independent learning opportunities to increase student academic self-concept in STEM utilizing examples from the National Radio Astronomy Observatory.