‘Feeling Out of Place’: Impostor Phenomenon Among BIPOC and LGBTQ STEM College Students

• In Event: AERA Roundtable Session Friday 9:45 am
  In Roundtable Session: Mentoring in STEM Contexts and Programs

Abstract

This mixed-methods study explored impostor phenomenon among racially, ethnically, and sexually diverse STEM undergraduates (N = 735). Guided by an intersectionality framework, we examined differences across race, ethnicity, and sexual identity. Quantitative findings revealed that racial/ethnic minority and LGBTQ+ students reported varying levels of impostor feelings. Students with more mentors reported lower impostor phenomenon, and this effect did not differ by identity, suggesting mentoring is a broadly effective form of support. Qualitative responses offered insight into coping strategies used by students. Thematic analysis highlighted the ways students manage impostor feelings in STEM. Findings have implications for supporting marginalized students and inform future research, theory, and policy in STEM education and mentoring practices.

Authors

• Richard Chang, University of Nevada - Las Vegas

• Diana Beltran, University of Nevada - Las Vegas

• Shanika Wickramarachchi, University of Nevada - Las Vegas

• Gloria Wong-Padoongpatt, University of Nevada - Las Vegas

• Rachael Robnett, University of Nevada - Las Vegas

• Aelxis Rice, University of Nevada - Las Vegas