Imposter Syndrome
- What is the 'Imposter Syndrome'? And how does it manifest itself?
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People who suffer from the Imposter Syndrome often feel that they are not good enough and do not belong (Breeze et al., 2022; Wren Butler, 2022). They perceive themselves and their work as inferior, which, especially in the context of higher education, is often accompanied by the view that their access to higher education, good performance, a degree, or even career advancement within higher education were merely the result of luck or chance and are thus completely undeserved (Breeze et al., 2022; Clance, 1985). Consequently, those affected often also have the feeling that the people around them must recognize and expose them as imposters or frauds at any moment (Breeze et al., 2022; Clance, 1985). Given that these views are typically not true, the Imposter Syndrome at a meta-level is an internal inability to acknowledge personal successes and attribute them to one's own abilities, accomplishments, or efforts (Breeze et al., 2022; Murray et al., 2022). This also causes individuals suffering from Imposter Syndrome to frequently doubt their ability to repeat successes, which is associated with a fear of failure and low self-confidence (Breeze et al., 2022; Addison and Griffin, 2022; Clance, 1985).
- Warum ist das Imposter-Syndrom gerade in einem Hochschulkontext relevant?
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The occurrence and experience of the Imposter Syndrome is particularly influenced by the socio-political context, which has a significant impact on which individuals (or groups) are more likely to be affected and thus feel more out of place than others.
Especially in higher education, this aspect is of crucial importance, as an easy access to tertiary education is mainly available for privileged groups of people, possessing the
corresponding financial, social, and cultural capital – i.e., typically for people from
academic backgrounds (Hewertson and Tissa, 2022). People from non-academic backgrounds, on the contrary, tend to be underrepresented in higher education.Therefore, everyday life at universities, customs, and habitus are mainly aligned with the standards of academic families, making it more common for students from non-
academic backgrounds to feel out of place or not to belong in the university context. These observations are also supported by the results of the survey conducted as part of the POWERst project at the University of Stuttgart, in which students from non-
academic background on average exhibited more pronounced signs of Imposter
Syndrome than students from academic families.Further, the Imposter Syndrome is also of particular relevance in the context of
performance and study progress of those affected. Self-doubt, low self-confidence, and the view that one's own work is inadequate, contribute to the fact that those affected are unable to tap into their full potential and often shy away from seizing opportunities. For instance, they might be reluctant to apply for a scholarship or a position as a student assistant / research associate given that they believe they are not good enough. Thus, they themselves are often in the way of their own self-fulfillment and development. - Tips and reflection prompts for dealing with the Imposter Syndrome
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Your students or you yourself are affected by the Imposter Syndrome?
Below you will find tips and reflection impulses for dealing with the Imposter Syndrome:- You are not alone!
Especially at universities, the Imposter Syndrome is widespread and affects not only students, but also staff and teachers. Therefore, be aware that others occasionally suffer from self-doubt and that this is absolutely normal. Talk openly about the topic with fellow students or colleagues. You will be surprised how many of your peers have already had similar thoughts. - Be aware of your successes!
People suffering from the Imposter Syndrome often tend to downplay their successes or attribute them to external causes such as luck or coincidence. Make yourself aware that this is not true. Reflecting on how many difficult situations you have already mastered and how many achievements you have already made is often helpful in this regard, as all of this has certainly not happened by chance, but because of your own efforts. So don't be too hard on yourself, acknowledge successes as your own achievements and never let yourself be dissuaded from seizing opportunities. - Put an end to perfectionism!
One of the most common symptoms of the Imposter Syndrome is perfectionism. Those affected tend to assume that they always have to be the best in comparison to their fellow students or colleagues, or that their work has to be completely perfect. Detach yourself from such unrealistic beliefs and do not put yourself under unnecessary pressure. If you suffer from strong self-doubt, it can help to set small, realistic goals that you know you can achieve. Such small stage victories have a positive effect on self-confidence. - Reflect your personal development at regular intervals!
Every now and then, take the time to reflect on your personal development and progress. Even if you feel like you don't deserve the position you're currently in (e.g., starting university or a new job), sometimes it's best to just accept where you currently stand. Give yourself some time to settle into the situation and, after a few weeks or months, reflect on the extent to which you have developed yourself in the meantime.
- You are not alone!
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Further readings:
Addison, M. & Stephens Griffin, N. (2022). The Canary in the Coalmine: The Impact of Imposter Syndrome on Students’ Learning Experience at University. In M. Addison, M. Breeze, & Y. Taylor (Hrsg.), The Palgrave Handbook of Imposter Syndrome in Higher Education (S. 107-123). Springer International.
Breeze, M., Addison, M. & Taylor, Y. (2022). Situating Imposter Syndrome in Higher Education. In M. Addison, M. Breeze, & Y. Taylor (Hrsg.), The Palgrave Handbook of Imposter Syndrome in Higher Education (S. 1-18). Springer International.
Clance, P. R. (1985). The Impostor Phenomenon: When Success Makes You Feel Like A Fake. Bantam Books.
Hewertson, H. & Tissa, F. (2022). Intersectional Imposter Syndrome: How Imposterism Affects Marginalised Groups. In M. Addison, M. Breeze, & Y. Taylor (Hrsg.), The Palgrave Handbook of Imposter Syndrome in Higher Education (S. 19-36). Springer International Publishing.
Murray, Ó. M., Chiu, Y.-L. T., Wong, B. & Horsburgh, J. (2022). Deindividualising Imposter Syndrome: Imposter Work among Marginalised STEMM Undergraduates in the UK. Sociology, 1-18.
Wren Butler, J. (2022). ‘I Shouldn’t Be Here’: Academics’ Experiences of Embodied (Un)belonging, Gendered Competitiveness, and Inequalities in Precarious English Higher Education. In M. Addison, M. Breeze, & Y. Taylor (Hrsg.), The Palgrave Handbook of Imposter Syndrome in Higher Education (S. 37-54). Springer International.