Mind-Set and the Impostor Phenomenon: Comparing Trainee and Faculty Experiences in STEM

• In Event: STEM Graduate Education

Abstract

Competent high-achievers who do not believe in their efforts leading to accomplishments sometimes experience the impostor phenomenon. This US-based study (2017-2018) employed convenience/snowball sampling and examined a range of impostor-experiences in STEM using implicit theory of intelligence or mindset. Open-ended survey responses from 394 US-based trainees (PhD students/postdocs) and faculty were analyzed thematically. Of these, 361(91.6%) responses described impostor-experiences common to both trainees and faculty occurring due to: academic progress, recognition, and peer-comparison. The remaining 33 (8.4%) responses described impostor-experiences of faculty alone related to grant funding and teaching. Surprisingly, most participants showed growth mindset while discussing impostor-experiences. Diversity of the study sample shows that this is a pervasive phenomenon across departments, fields, universities, ages, and career stages.

Author

• Devasmita Chakraverty, Indian Institute of Management