2,861
Views
20
CrossRef citations to date
0
Altmetric
Articles

Exploring the connection between impostor phenomenon and postgraduate students feeling academically-unprepared

ORCID Icon
Pages 200-214 | Received 20 Jul 2018, Accepted 31 May 2019, Published online: 23 Oct 2019

References

  • Adams, T. L. (2003). Reading mathematics: More than words can say. The Reading Teacher, 56(8), 786–795.
  • Agné, H., & Mörkenstam, U. (2018). Should first-year doctoral students be supervised collectively or individually? Effects on thesis completion and time to completion. Higher Education Research & Development, 37(4), 669–682.
  • Barry, K. M., Woods, M., Warnecke, E., Stirling, C., & Martin, A. (2018). Psychological health of doctoral candidates, study-related challenges and perceived performance. Higher Education Research & Development, 37(3), 468–483.
  • Bastalich, W. (2011). Beyond the local/general divide: English for academic purposes and process approaches to cross disciplinary, doctoral writing support. Higher Education Research & Development, 30(4), 449–462.
  • Breeze, M. (2018). Impostor syndrome as a public feeling. In Y. Taylor, & K. Lahad (Eds.), Feeling academic in the Neoliberal University (pp. 191–219). Palgrave Macmillan.
  • Brems, C., Baldwin, M. R., Davis, L., & Namyniuk, L. (1994). The imposter syndrome as related to teaching evaluations and advising relationships of university faculty members. The Journal of Higher Education, 65(2), 183–193.
  • Castro, J. (1985). Behavior: Fearing the mask may slip. Time, p. 60.
  • Cisco, J. (2014). Teaching the literature review: A practical approach for college instructors. Teaching & Learning Inquiry. 2(2), 41–57.
  • Cisco, J. (2019). Using academic skill set interventions to reduce impostor phenomenon feelings in postgraduate students. Journal of Further and Higher Education. doi:10.1080/0309877X.2018.1564023.
  • Clance, P. R. (1985). The Imposter phenomenon: Overcoming the fear that haunts your success. Atlanta: Peachtree Publishers.
  • Clance, P. R., Dingman, D., Reviere, S. L., & Stober, D. R. (1995). Impostor phenomenon in an interpersonal/social context. Women & Therapy, 16(4), 79–96.
  • Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247.
  • Clance, P. R., & O’Toole, M. A. (1987). The imposter phenomenon. Women & Therapy, 6(3), 51–64.
  • Cozzarelli, C., & Major, B. (1990). Exploring the validity of the impostor phenomenon. Journal of Social and Clinical Psychology, 9(4), 401–417.
  • Craddock, S., Birnbaum, M., Rodriguez, K., Cobb, C., & Zeeh, S. (2011). Doctoral students and the impostor phenomenon: Am I smart enough to be here. Journal of Student Affairs Research and Practice, 48(4), 429–442.
  • Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: SAGE Publications.
  • Devenish, R., Dyer, S., Jefferson, T., Lord, L., van Leeuwen, S., & Fazakerley, V. (2009). Peer to peer support: The disappearing work in the doctoral student experience. Higher Education Research & Development, 28(1), 59–70.
  • Dowd, S. B., & Davidhizar, R. (1997). Do you feel like an impostor? The Health Care Supervisor, 15(3), 51–56.
  • Ewing, K. M., Richardson, T. Q., James-Myers, L., & Russell, R. K. (1996). The relationship between racial identity attitudes, worldview, and African American graduate students’ experience of the imposter phenomenon. Journal of Black Psychology, 22(1), 53–66.
  • Faggella-Luby, M. N., Graner, P. S., Deshler, D. D., & Drew, S. V. (2012). Building a house on sand: Why disciplinary literacy is not sufficient to replace general strategies for adolescent learners who struggle. Topics in Language Disorders, 32(1), 69–84.
  • Garrard, J. (2011). Health sciences literature review made easy: The matrix method (3rd ed.). Sudbury, MA: Jones and Bartlett.
  • Gee, J. P. (2001). Literacy, discourse, and linguistics: Introduction and what is literacy? In E. Cushman, M. Rose, E. R. Kintgen, & B. Kroll (Eds.), Literacy: A critical sourcebook (pp. 525–544). New York, NY: Bedford.
  • Gee, J. P. (2007). Social linguistics and literacies: Ideology in discourses. New York, NY: Routledge.
  • Gerstmann, E. A. (1998). Imposter phenomenon: A test of basic assumptions (PhD. Dissertation). Rutgers University, New Brunswick, New Jersey.
  • Graff, G., & Birkenstein, C. (2006). They say, I say. New York, NY: W. W. Norton & Company.
  • Hamel, F. L. (2003). Teacher understanding of student understanding: Revising the gap between teacher conceptions and students’ ways with literature. Research in the Teaching of English, 38(1), 49–84.
  • Harvey, J. C. (1981). The impostor phenomenon and achievement: A failure to internalize success (PhD). Temple University, PA.
  • Harvey, J. C., & Katz, C. (1985). If I’m so successful why do I feel like a fake: The impostor phenomenon (1st ed.). New York, NY: St Martin’s Press.
  • Imes, S. A. (1979). The impostor phenomenon as a function of attribution patterns and internalized femininity/masculinity in high-achieving women and men (Unpublished doctoral dissertation). Georgia State University.
  • King, J. E., & Cooley, E. L. (1995). Achievement orientation and the impostor phenomenon among college students. Contemporary Educational Psychology, 20(3), 304–312.
  • Knights, D., & Clarke, C. A. (2014). It’s a bittersweet symphony, this life: Fragile academic selves and insecure identities at work. Organization Studies, 35(3), 335–357.
  • Lea, M. (1998). Academic literacies and learning in higher education: Constructing knowledge through texts and experience. Studies in the Education of Adults, 30(2), 156–171.
  • Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172.
  • Lea, M. R., & Street, B. V. (2006). The ‘academic literacies’ model: Theory and applications. Theory Into Practice, 45(4), 368–377.
  • Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267–281.
  • Lee, A., & Murray, R. (2015). Supervising writing: Helping postgraduate students develop as researchers. Innovations in Education and Teaching International, 52(5), 558–570.
  • Lee, A., & Williams, C. (1999). Forged in fire: Narratives of trauma in PhD supervision pedagogy. Southern Review: Communication, Politics & Culture, 32(1), 6–26.
  • Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8–22.
  • Maton, K. (2014). A TALL order? Legitimation code theory for academic language and learning. Journal of Academic Language and Learning, 8(3), A34–A48.
  • Matthews, G., & Clance, P. R. (1985). Treatment of the impostor phenomenon in psychotherapy clients. Psychotherapy in Private Practice, 3(1), 71–81.
  • McAlpine, L., & Norton, J. (2006). Reframing our approach to doctoral programs: An integrative framework for action and research. Higher Education Research & Development, 25(1), 3–17.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: John Wiley & Sons.
  • Moje, E. B. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy teaching. Review of Research in Education, 31(1), 1–44.
  • Onwuegbuzie, A. J. (1999). Statistics anxiety among African American graduate students: An affective filter? Journal of Black Psychology, 25(2), 189–209.
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed). Thousand Oaks, CA: Sage.
  • Roché, J. (2014). Conquering impostor syndrome: Lessons from female and minority business leaders. Leader to Leader, 74, 13–18.
  • Seidman, I. (1997). Interviewing as qualitative research. New York, NY: Teachers College Press.
  • Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert Readers in three disciplines. Journal of Literacy Research, 43(4), 393–429.
  • Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59.
  • Stahl, J. M., Turner, H. M., Wheeler, A. E., & Elbert, P. (1980). The “impostor phenomenon” in high school and college science majors. Paper presented at the meeting of the Paper presented at the American Psychological Association, Montreal.
  • Steinberg, J. A. (1987). Clinical interventions with women experiencing the impostor phenomenon. Women & Therapy, 5(4), 19–26.
  • Strauss, A. L., & Corbin, J. (2007). Basics of qualitative research: Grounded theory procedures and research (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
  • Topping, M. E., & Kimmel, E. B. (1985). The imposter phenomenon: Feeling phony. Academic Psychology Bulletin, 7, 213–226.
  • Vergauwe, J., Wille, B., Feys, M., De Fruyt, F., & Anseel, F. (2014). Fear of being exposed: The trait-relatedness of the impostor phenomenon and its relevance in the work context. Journal of Business and Psychology, 30(3), 565–581.
  • Wakefield, D. V. (2000). Math as a second language. The Educational Forum, 64(3), 272–279.
  • Wilhelm, J. (2001). Improving comprehension with think-aloud strategies: Modeling what good readers do. New York, NY: Scholastic Professional Books.
  • Wilson, S., & Wineburg, S. (1988). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. The Teachers College Record, 89(4), 525–539.
  • Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28(3), 495–519.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.