Imposter Phenomenon and Underrepresented Minorities: What Physician Assistant Educators Need to Know

Sturges, Daytheon

doi:10.1097/jpa.0000000000000194

Cited by 13 publications

(25 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, the maladaptive coping strategies that sacrifice minoritized women’s gender or racial identities when developing a leader identity are not sustainable in the long run. Nonetheless, the burden of addressing IP falls onto the individual (Clance & Imes, 1978; Long et al, 2000; McGee, 2016) and there is a need for more research on sources of social support (e.g., mentoring) that minoritized women leaders in HE can use to overcome IP and develop positive leader identities (Hutchins & Rainbolt, 2017; Solorzano & Yosso, 2001; Sturges, 2018; Zambrana et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?

Manongsong

Ghosh

2021

Human Resource Development Review

View full text Add to dashboard Cite

Minoritized women remain underrepresented in leadership positions, especially within higher education (HE). A key barrier to advancement for women of color is their susceptibility to impostor phenomenon (IP). A developmental network where the minoritized woman receives developmental support from multiple individuals is a potentially powerful intervention that can help them advance their careers, but there is a general lack of research on IP in the context of minoritized women’s leadership development and the role of developmental support, especially with regards to multiple diversified developmental relationships. Therefore, this paper integrates various literature streams (leader development for minoritized women in higher education, IP, mentoring) and offers a conceptual framework that utilizes a developmental network perspective. The propositions offered explain how multiple developers can help minoritized women address IP and develop positive leader identities, as well as how both parties can better anticipate and handle challenges related to diversified developmental relationships in HE.

show abstract

Section: Resultsmentioning

confidence: 99%

Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?

Manongsong

Ghosh

2021

Human Resource Development Review

View full text Add to dashboard Cite

show abstract

“…Ultimately, preventative strategies and early interventions may be most effective when implemented at both individual and systemic levels, if possible, keeping these nuances and complexities in mind [ 30 ]. Public discussions should start early during orientation to promote cultural awareness and sensitivity [ 83 ] and greater awareness about impostor phenomenon and its associated behavioural traits [ 84 ]. Periodic lunch seminars, especially in the first few years when students are still adjusting to the program, could help MD-PhD students create their community and build a supportive local network of peers and mentors.…”

Section: Discussionmentioning

confidence: 99%

Exploring reasons for MD-PhD trainees’ experiences of impostor phenomenon

2022

View full text Add to dashboard Cite

Background Acceptance into U.S. MD-PhD dual-degree programs is highly competitive, and the lengthy training program requires transitioning between multiple phases (pre-clinical-, PhD-research-, and clinical-training phases), which can be stressful. Challenges faced during MD-PhD training could exacerbate self-doubt and anxiety. Impostor phenomenon is the experience of feeling like a fraud, with some high-achieving, competent individuals attributing their successes to luck or other factors rather than their own ability and hard work. To our knowledge, impostor phenomenon among MD-PhD trainees has not been described. This study examined impostor phenomenon experiences during MD-PhD training and reasons trainees attributed to these feelings. Methods Individuals in science and medicine fields participated in an online survey that included the 20-item Clance Impostor Phenomenon Scale (CIPS); higher scores (range 20–100) indicate more frequent impostor phenomenon. Some respondents who reported experiencing impostor phenomenon also voluntarily completed a semi-structured interview, sharing experiences during training that contributed to feelings of impostor phenomenon. Interview transcripts were coded and analysed using the constant comparative method and analytic induction to identify themes. Results Of 959 survey respondents (students and professionals in science and medicine), 13 MD-PhD students and residents completed the survey, nine of whom (five male, four female; four white, five other race-ethnicity) also completed an interview. These participants experienced moderate-to-intense scores on the CIPS (range: 46–96). Four themes emerged from the interview narratives that described participants’ experiences of IP: professional identity formation, fear of evaluation, minority status, and, program-transition experiences. All reported struggling to develop a physician-scientist identity and lacking a sense of belonging in medicine or research. Conclusions Impostor experiences that MD-PhD participants attributed to bias and micro-aggressions in social interactions with peers, faculty, and patients challenged their professional identity formation as physician-scientists. It is important to further examine how MD-PhD-program structures, cultures, and social interactions can lead to feelings of alienation and experiences of impostor phenomenon, particularly for students from diverse and underrepresented populations in medicine.

show abstract

“…Experiences of racial discrimination have been associated with IP feelings by evoking a sense of “otherness” and thus reinforcing feelings of intellectual inferiority ( 5 ). Exposure to unfamiliar environments may exacerbate this sense of otherness, especially among women and underrepresented minorities ( 3 , 7 , 9 , 11 , 26 , 27 ). The fear of being exposed as an “impostor” is a situational affective response, i.e., the presence or absence of IP is governed by the setting and the circumstance ( 28 ).…”

Section: Introductionmentioning

confidence: 99%

“…International medical colleges often have culturally diverse student populations. In these environments, individuals may find themselves emersed in a cultural milieu alien to their societies of origin ( 29 ), leading to further isolation and increased IP ( 3 , 7 , 9 , 11 , 26 , 27 ).…”

Section: Introductionmentioning

confidence: 99%

Impostor Phenomenon and Its Relationship to Self-Esteem Among Students at an International Medical College in the Middle East: A Cross Sectional Study

et al. 2022

View full text Add to dashboard Cite

The atmosphere of constant scrutiny of academic ability that prevails in medical colleges may leave some students at risk of expressing feelings of intellectual fraudulence and phoniness. Impostor phenomenon (IP) traits have been associated with anxiety, depression, job dissatisfaction, and poor professional performance. Internationally trained junior doctors exhibit stronger IP feelings than colleagues trained within their own country of citizenship. These feelings may develop during student life. International universities are diverse and complex environments where students may be emersed in a cultural milieu alien to their societies of origin, leading to feelings of isolation. Individuals with IP traits often perceive themselves as the “only one” experiencing this phenomenon, resulting in further isolation and negative self-evaluation, especially among women and underrepresented minorities. IP has also been linked to low self-esteem among students. This study assessed the prevalence of IP and its relationship to self-esteem among students at a campus of a European medical college with a large international student body situated in the Middle East. The self-administered questionnaires: Clance's Impostor Phenomenon Scale (CIPS) and Rosenberg's Self-Esteem Scale (RSES) were completed by 290 medical students (58.3% females). Participants' median (range) age was 19 years (16–35). Students were of 28 different nationalities; the largest proportions were from Gulf Corporation Council (GCC) countries. The prevalence of low self-esteem was 18.6%, while 45.2% of the students demonstrated traits suggestive of IP. There was a strongly negative correlation between CIPS and RSES (r = −0.71). No significant gender differences were found in IP. Similarly, no differences in IP were found when comparing between age groups, previous experience in higher education or year of study. Multivariate analysis showed that students from GCC countries had higher levels of self-esteem relative to students from other regions. Low self-esteem was a strong predictor of IP. Country of origin may influence students' self-esteem studying in international university settings.

show abstract

Imposter Phenomenon and Underrepresented Minorities: What Physician Assistant Educators Need to Know

Cited by 13 publications

References 15 publications

Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?

Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?

Exploring reasons for MD-PhD trainees’ experiences of impostor phenomenon

Impostor Phenomenon and Its Relationship to Self-Esteem Among Students at an International Medical College in the Middle East: A Cross Sectional Study

Contact Info

Product

Resources

About