Key points:
- Imposter syndrome can dramatically impact students’ confidence in their accomplishments
- Faculty can play a key role in encouraging students to build a supportive network of peers and campus connections
- See related article: To thrive in college, students need academic self-empowerment
According to Psychology Today, about one-quarter to one-third of high achieving individuals–which encompasses many, if not most, college students–may feel the impact of imposter syndrome. Some research shows that as many as 70 percent of adults will experience some level of imposter syndrome during their lifetime.
Imposter syndrome defines feelings of unworthiness or lack of competency that some feel about their academic achievements. Sufferers do not feel that they are worthy of the academic or other accolades that they might receive. They often feel less competent than their peers. This is particularly common in the highly competitive settings of many colleges and universities.
University faculty and staff need to make efforts within their academic communities to raise awareness about impostor syndrome, provide support, and promote self-confidence and resilience among students and academics themselves. Counseling services, mentorship programs, and workshops focused on building self-esteem and combating impostor feelings are increasingly available in many educational institutions to help individuals cope with these challenges.
What can faculty do to assist students struggling with imposter syndrome? Provide affirmation to all students that they are in the right place and that belong in the program or course. The approach of having new students look to the left and the right and then telling them “Only one of you will remain,” though time-tested, is not a supportive approach. Faculty need to hold students to high expectations, but at the same time, provide equitable grading and support practices to ensure that they have the tools to be successful.
Shauna Mayer is an assistant professor in Winona State University’s Education Studies Department. She earned her doctorate in education at Winona State University in 2022.
Alicia Swanson is the graduate nursing program coordinator and an associate professor of nursing at Moorhead State University in Moorhead, Minnesota. She earned her doctorate in education at Winona State University in 2023.
Laura Beasley is a doctoral student in Winona State University’s education doctoral program and an assistant? professor of nursing at St. Thomas University.
Meghan W. Sinning is an assistant professor in Winona State University’s Education Studies Department. She has taught in individualized studies, education studies, and special education programs. She earned her doctorate in education at Winona State University in 2021.
Dr. Steve Baule is a faculty member at Winona State University (WSU), where he teaches in the Leadership Education Department. Prior to joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana, and Iowa, and two years teaching in the University of Wisconsin System. For the 13 years prior to moving to the university level, Baule served as a public -school superintendent.
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