Impostor syndrome is a psychological experience where an individual doubts their own successes and achievements, even with supporting evidence of their legitimate skill. Although there is plenty of research on impostor syndrome in the workplace and post-graduate programs, there is less information on undergraduate students especially at an inclusive, large, public university. As a student at ASU, I have both experienced and seen others experience a feeling of intellectual phoniness in classes which can lead to insecurity and fear of humiliation. Especially in students who are different than their peers, interacting with faculty and other students can cause unnecessary stress because they see themselves as underqualified.
My research will aim to address what impostor syndrome looks like at ASU and which groups of students are affected by it most. Impostor syndrome can manifest in insecurities and behaviors that make collegiate success more difficult, such as less class participation or a hesitation to attend office hours. Professors can inadvertently add to the issue by creating a classroom culture that caters more towards the traditional, often white male, student in their major, especially in majors where the faculty demographics are not similar to the student demographics. I hope that bringing light to impostor syndrome at ASU can help professors understand why some students may participate less or perform differently. Also, I want to help students who do experience insecurity or feel different understand what impostor syndrome is and that they are not alone in their experiences.
In particular, this study can shine light on areas of study that have less diversity. Many studies have indicated that STEM majors are extremely less diverse than national averages. The National Science Foundation found that woman only made up 30% of engineering and computer science degrees and racial minorities were less than 15% of engineering, math, and physical science degrees in 2013 (NSF, 2014). While pre-college interest may play a part in lower enrollment among traditionally underrepresented students, I believe that STEM professors must also take responsibility for encouraging or discouraging all students to continue studying after taking their classes. The results of my survey may indicate that some demographics feel uncomfortable speaking in class or attending offices hours, which are behaviors professors can go out of their way to make less intimidating.