How Faculty Contribute to the Experiences of First-Generation Graduate Students of Color With Self-Doubt and Imposter Phenomenon

• In Event: Racism Across Various Contexts: Exploring the Nuances of Racism in Various Students' Experiences and Campus Contexts

Abstract

Imposter phenomenon is commonly framed as an individualized psychological deficit, and less consideration is given to how racism positions Students of Color as imposters within academe. This qualitative study explores the manifestation of imposter phenomenon across the experiences of 15 first-generation Ph.D. Students of Color at a highly-selective, historically white, R1. Findings underscore the critical role of faculty in positioning students as outsiders and teaching practices leading students to feel inadequate in their academic progress. This study advances the line of inquiry into internalized racism -- an under-researched facet of racial oppression across sociology, psychology, and education. Findings have practical significance for establishing racially affirming and culturally sustaining initiatives to strengthen students’ sense of belonging and academic self-efficacy.

Author

• Ngoc Tran, University of California - Los Angeles