Dismantling the Imposter Syndrome: A Case Study of Early Career Women of Color in School Mental Health Fields

ABSTRACT

The purpose of this study was to understand how early career Women of Color (WOC) in school-based mental health fields experienced a structured, group-based approach to help them navigate the imposter syndrome. The researchers employed a case study design to examine the women’s experiences. Findings revealed that participants developed critical consciousness about imposter syndrome, recognizing the systemic and oppressive underpinnings of the construct, and acquired helpful strategies for dismantling their experiences of imposter syndrome (e.g., gaining support from other women) in their professional lives. The authors conclude this paper with implications for future research among WOC in professional careers.

KEYWORDS:

• Imposter syndrome
• women of color
• case study
• school mental health
• early career

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This study was funded by the American Psychological Association Division 16 Antiracism Action Grant.

Notes on contributors

Janise S. Parker

Janise S. Parker, Ph.D., LP, NCSP, is an Associate Professor in the School Psychology program at William & Mary. Her professional experience has primarily centered around supporting Black communities through healing-centered programming and fostering school mental health providers’ delivery of culturally responsive and social justice-oriented services in schools and communities.

Natoya Haskins

Natoya Haskins, Ph.D., LPC, NCC, is an Associate Professor in the Counselor Education program at the University of Virginia. Dr. Haskins has expertise in multicultural clinical practice, support for social justice-oriented researchers, and anti-racist practice in K-12 schools and institutions of higher education.

Talia Coleman-Chatman

Talia Coleman-Chatman, B.S., B.A., is a graduate student in the Counselor Education program at William & Mary. She has interest and expertise in supporting WOC through maternal support programs.

Chinwendu Duru

Chinwendu Duru, M.S., is a doctoral candidate in the School Psychology program at the University of Texas at Austin. She has interest and expertise in adapting mental health interventions for culturally diverse populations.

Deanna Ramirez

Deanna Ramirez, M.A.Ed., is a recent graduate of the Counselor Education program at William & Mary. She has interest and expertise in providing person-centered psychotherapies for diverse populations.

Nancy Chae

Nancy Chae, PhD., LCPC, NCC, NCSC, ACS, is an Assistant Professor of Counseling at the University of San Diego. Her primary research interests include school counselors’ roles in promoting equitable access to academic rigor, particularly in International Baccalaureate programs, school counselors’ advocacy for underrepresented P-12 students and families, and school counseling supervision. She also has experience mentoring school counselors of color.

Kierra Fulmore

Kierra Fulmore, Ed.S., is the founder of School Psych Sistahs, a national organization supporting WOC in school psychology. Through her expertise as a leader of this organization and early career practitioner, Ms. Fulmore understands the needs of WOC in the early career stage and strives to promote their retention in the field.

Angelina Nortey

Angelina Nortey, Ph.D., LP, NCSP, has expertise in culturally responsive practice and clinical supervision of early career practitioners. Dr. Nortey has extensive experience serving adult populations in her role as a licensed psychologist and private practitioner, with most of her clients being WOC.