Impostor Syndrome

Impostor Syndrome or Impostor Phenomenon?

The impostor phenomenon, which is the more technically appropriate term for impostor syndrome, was first identified by psychologists Pauline Clance and Suzanne Imes in 1978.¹ It is called the impostor phenomenon because it is not a medical condition; it is a feeling or an experience that can affect well-being. ² It refers to a feeling of inadequacy and the belief that one’s success is due to luck or deception rather than ability. Simply put, it is a belief that one is undeserving of their achievements.³ Those struggling with the impostor phenomenon believe that despite objective evidence of their success, they are not as competent as others, and people will inevitably find out they are a fraud. Again, it is not about the objective evidence, as even high achievers can experience the imposter phenomenon and worry that they are unworthy of their accomplishments. 

According to Psychology Today, 70% of adults experience the imposter phenomenon at least once in a lifetime, while 30% of high achievers may suffer from the imposter phenomenon.³ The prevalence in higher education is striking; research found that 97.5% of PhD students, 93.8% of postdocs, and 85.7% of faculty experience some level of impostor phenomenon.⁴ The imposter phenomenon can affect individuals at any level of a career, from entry into graduate school to senior leadership positions, though faculty and students from underrepresented populations are most vulnerable. 

The impostor phenomenon is characterized by the impostor cycle, which happens when a person faces a new task and feels anxious about being exposed as a fraud. They either over-prepare or procrastinate. After succeeding, they briefly feel relieved but credit luck or effort, not ability, for their success. Because successes are not interalized in imposter phenomenon, doubt and anxiety return with the next challenge, repeating the impostor cycle and reinforcing self-doubt.⁵ For those with the impostor phenomenon, accomplishments are not credited to their talents but instead to their extra-hard work or ability to disguise their shortcomings. 

Why It Matters in Higher Education

The impostor phenomenon does more than create discomfort or self-doubt: it is associated with depression, anxiety, and stress. Studies have found links between impostor scales and increased anxiety and depression among students.⁶ Addressing impostor feelings will help in supporting holistic well-being for an enhanced learning environment. 

Another important aspect of the impostor phenomenon is that most people don't realize how many of their peers are experiencing it. Raising awareness of the prevalence of the impostor phenomenon and entering spaces with this understanding can help create a more supportive climate. For those in positions of authority: faculty, instructors, and supervisors approaching situations with awareness that many people experience impostor feelings is essential, whether or not they experience it themselves. This awareness can inform how they provide feedback, structure mentorship, and respond when colleagues or students express self-doubt. 

The impostor phenomenon can have detrimental impacts on teaching, research, and service. Instructors may feel unqualified despite their expertise, which can lead to overpreparing or avoiding opportunities for growth. Students may fail to contribute fully to class discussions because they don’t believe they belong to the scholarly community and don’t want to be found out for their inadequacy.⁷ Doubting one’s ability can affect productivity, reduce risk-taking in intellectual quests, and lead to excessive self-criticism. Furthermore, qualified individuals may hesitate to take on leadership roles due to fear of being found out, affecting career progression and community involvement. 

The Burden of Impostor Phenomenon in Higher Education

Faculty at all levels can experience impostor feelings. The burden of being a subject matter expert makes admitting a lack of knowledge feel like professional fatality. The anticipatory fear of not knowing something publicly causes stress before events like teaching or presentations. Public recognition for one’s achievement can increase anxiety rather than confidence.⁸ 

For graduate students, impostor feelings begin as students become focused on theoretical work and struggle to define their scholarly identity. Students enter graduate school with the goal of solving real problems but are socialized towards abstract theory, creating a sense of misrepresentation of self that contributes to impostor feelings. Academic culture’s emphasis on outputs like publications increases impostor feelings. The pressure and struggle of getting work published can make those facing rejection feel inadequate and question whether they earned their place in graduate school.⁹ They may attribute their setbacks to personal deficiency rather than to the normal challenges of the academic publishing process. PhD students have a higher prevalence of impostor feelings, which affects academic performance and can lead to dropping out of the program. ¹⁰ 

University staff navigating the hierarchical structure of universities also experience significant impostor feelings, questioning their legitimacy in academic spaces. Despite being the institutional memory and technical expert of universities, staff experience internalized fraudulence, doubting their abilities despite evidence of success. These feelings include lower self-esteem, anxiety, and avoidance of job-related challenges and leadership opportunities.¹¹ 

Organizational Culture and Impostor Phenomenon

The impostor phenomenon is framed as individual psychology, but it is shaped by organizational culture. Workplace norms, stereotypes, and signals about who belongs can evoke impostor feelings.¹⁴ The “publish or perish” culture of universities, marked by high stakes, delayed feedback, and strong professional identity, can intensify intellectual self-doubt, leading to impostor feelings.⁷ An organizational culture that doesn’t admit gaps in knowledge will create organizational silence; everyone doubts themselves privately, while publicly acting confident, leading each person to believe they are the only fraud. 

Intersectionality and Burden of Impostor Phenomenon

Impostor feelings are not experienced equally; for instance, they are more likely to be stronger for women than men. Women from underrepresented groups in academia experience more impostor feelings, especially in fields that strongly value innate brilliance, like physics, philosophy, and math.^15, 16 Higher impostor feeling among these groups leads to a lower sense of belonging and lower self-efficacy, which can undermine long-term success. When individuals from underrepresented groups leave academia due to these experiences, it contributes to the leaky pipeline, negatively affecting diversity and representation.

For international faculty, staff, and students, the impostor phenomenon is intertwined with “acculturative stress.” Acculturative stress is the psychological and physical strain people experience when adapting to a new culture.¹⁷ Navigating a different academic system, potentially in a second language, creates a situation where the person feels they have to work twice as hard to be seen as competent. Additionally, first-generation students are more likely to experience imposter feelings, particularly in competitive academic environments.¹⁸ All of these marginalized identities interact with one another to have a greater impact on the person. 

Supporting Ourselves and Others to Manage Impostor Phenomenon

The following points are recommendations on how we can manage the imposter phenomenon individually and collectively: 

Recognize Impostor Phenomenon as Structural: While individuals experience the impostor phenomenon, its roots lie in organizational culture and social systems. Leaders and supervisors should view it not as a personal failing but as a response to organizational culture characterized by competition, lack of representation, and inadequate mentoring. This recognition will help leaders design ways to create cultures that acknowledge and accept gaps in knowledge. 

Normalize the experience: Share your experience with impostor feelings when appropriate. You can start a meeting or workshop by sharing a moment when you didn't have the answer and had to seek help. By talking about your limitations, you create spaces for others to understand that it is acceptable to not know. 

Provide Concrete Feedback: Vague praise doesn't counter the imposter phenomenon. When someone does something good, offer specific, detailed feedback about what they did well. Don’t say your “presentation was good." Instead, say, “the way you highlighted the structural barriers to income inequality with data was insightful, and I learned a lot about income inequality.” This shows a specific aspect of the task, which sounds genuine and not generic. 

Build Communities of Support: The impostor phenomenon thrives in isolation. Faculty, staff, and students should seek out a peer-mentoring circle where they can discuss the challenges they encounter without the pressure of being evaluated. Having a space where you can say, “I have no idea how to do this,” without any judgment is a good antidote to the impostor phenomenon. Research suggests that socially oriented strategies, such as mentorship and peer support, are effective for coping with the impostor phenomenon.¹⁹ 

From Fit to Contribution: As discussed in earlier tips on inclusive language,²⁰ don’t ask whether a new colleague or student “fits in.” This framing suggests there is a fixed identity one must reflect to belong, which can trigger impostor feelings. Instead, focus on what they contribute. Validating a person’s unique perspective helps them see their difference as an asset rather than a deficiency. 

Reframing Your Perspective: Dealing with impostor feelings involves recognizing what is true about yourself. Avoid comparing your early efforts to others’ most visible successes, since achievements often follow many unseen setbacks. Define success on your own terms, reflect on how far you have progressed, and keep the bigger picture in mind. One failure does not erase your overall growth or accomplishments.²¹ 

The impostor phenomenon thrives in cultures of perfection and exclusion, yet most advancements in research and creativity come from curious, vulnerable people willing to admit what they do not know. Whether as faculty, staff, or graduate student, you are not at IUB by accident; you earned your place through your labor, insight, and unique contribution to the IUB mission. 

Addressing the impostor phenomenon requires more than individual coping; it demands institutional change. Universities must foster transparent evaluation, meaningful mentorship, inclusive excellence, and sustainable work expectations. When organizational cultures prioritize support over competition and inclusion over tokenism, success becomes legitimate and genuine for all.