Do you feel like you’re faking it? You’re not alone! Imposter phenomenon and how to find your confidence.

Prepared by Emily Kiresich

Introduction

Imposter Phenomenon (IP), Imposter Syndrome, Fraud Syndrome, Imposter Experience: these terms refer to the anxiety or self-doubt, many of us experience. This internal voice compares our competence and contributions to our peers and consistently undervalues the role we play or our abilities, often attributing our success to luck or chance.[1] [2] Our students, especially new or those in marginalized groups are more likely to struggle with a sense of belonging and shrink into stereotypes or anxieties. This module introduces the topic of IP, some behaviors we can identify, and tips to reduce feelings of IP. This module can be completed in 40-minutes, depending on which activit(ies) are used and is meant to introduce the concept of Imposter Phenomenon. Resources below can be used for a deeper dive.

Learning Objectives

After completion of this lesson, learners will be able to:

Define Imposter Phenomenon (IP) and recall at least one alternative name.
Identify behaviors from their past or that they have seen in others that indicate feelings of IP.
Assess their own experiences with IP
Propose one strategy for overcoming experiences with IP in the future.

This module aligns with the following course objectives:
- NTR 1000:
  - CLO 6: Introduction to career planning and professional development (KRDN 2.2, 2.5, 5.1)
  - CLO 8: Understanding the challenges of college student, including academic planning, wellness, and time management.
- This module aligns with the following FYE Learning Objective:
  - FYE SLO 1: Students will use information appropriately for professional and/or personal success

Teaching Strategies

This module can be completed in-class, hybrid, or online through an assignment and discussion board. It may be most impactful if some part of class is dedicated to student sharing and reflection.

Readings/Videos

Video – You are Not Alone

Activities

(What activities will you provide for students to master the course content in class? E.g. Active Learning Strategies)

Before class
- Ask Student to watch the “you are not alone video” and complete the Clance IP Scale and bring to class. [3]
During class
- Faking it PowerPoint
  - Share your experiences with IP, normalize feelings of fear and inadequacy and how you overcome it. Create a safe space for students to share and be vulnerable.
  - Imposter Phenomenon TED_Ed (4:12m)
- Sharing, within comfort, about feelings of IP – if the instructor can share it will normalize and humanize the experience for students.

- There are several activities that you can choose among to assist students in combating IP.
- Choose one or more strategy to introduce to students. You may choose based on time or what you’re hearing from the audience. These each target a different kind of IP.
  - Disrupt negative thoughts (for folks who find themselves with challenging inner dialogue)
  - The-What-If-Bias_.docx (redirects our ‘what if’ something bad happens to ‘what if’ something GOOD happens

Above: Estimated time: 15-20 minutes each

Make a Case for Yourself Worksheet (takes a deep dive into a negative thought)
Develop emotional portfolio (also focus on positive self-talk but takes longer, allows us to identify positive past experiences and focus on shifting mindset).

Above: Estimated time: 30 minutes each

Option 2:
- Invite a speaker from past students who can share their experience with IP. Or check with the cultural centers to see if there is a speaker that can speak to identity, IP, and being from a minoritized community.

After class
- Could assign one of the strategies above as an assignment or discussion/reflection
- Create a High-Five Folder
  - Take pictures of written notes, send ‘note to self’ emails and save them as a PDF, save positive emails, awards, good grades, etc.
  - Refer to these when feelings of doubt arise – remind yourself of times when you achieved excellence, helped someone, or showed your best self.

Assignments and Assessments

Assignments

Before class Activities:
- Point can be awarded for evidence of completion of the Clance IP Scale and reflection. Consider a discussion of the You are not Alone short video.
During class activities
- Participation points can be awarded for students who complete in-class activity (one of the above)

How to Complete This Module (Students)

STEP 1: Watch the “you are not alone video” and complete the Clance IP Scale and bring to class

STEP 2: Preview lecture slides, if made available by instructor

STEP 3: Participate in lecture and in-class activities[4]

STEP 4: Complete any assignments provided by the instructor.

How to Complete This Module (Instructors)

STEP 1: Ask students to watch the “you are not alone video” (2:20 minutes) and complete the Clance IP Scale and bring to class

STEP 2: During Class present lecture materials including showing the “What is Imposter Syndrome” video (4:18 minutes).

STEP 3: During class, lead discussion and complete one in-class activity (as time permits), for shorter classes introduce the assignment to students.

STEP 4: After class – assign homework (items not completed in class) versus use of the tool started in class.

STEP 5: Grade assignments and provide feedback.

Resources for the instructor to do more research if they are interested –

Podcasts:

Imposter syndrome and self-doubt – Listen to clinical psychologist Dr. Jessamy Hibberd on Deliciously Ella for some fascinating insights into imposter syndrome and how to create a mindset to celebrate achievements.
The Imposter Syndrome – Dr. Valerie Young, author of The Secret Thoughts of Successful Women: Why Capable People Suffer from the Imposter Syndrome and How to Thrive in Spite of It, explores imposter syndrome and its links with overachieving.
Imposter Syndrome – This fascinating BBC podcast, presented by Afua Hirsch, explores what it’s like to feel like an imposter and why it affects so many of us.

TedEx Amy Cuddy – about body language/posture:

https://www.ted.com/talks/amy_cuddy_your_body_language_may_shape_who_you_are?language=en

Workbook:

https://waiaustralia.org/wp-content/uploads/2020/05/Imposter-Syndrome-Workbook-V1..pdf

Other options for empowering music (these are NOT radio edited):

Confident – Demi Lovato: https://youtu.be/cwLRQn61oUY
The Affirmations Song – Snoop Dogg: https://youtu.be/1XYoduQMAjU?si=Z8Ki2qEBxyMbKdSF
Sissy that Walk – RuPaul: https://youtu.be/M4d20Tyzlv0
Can’t Hold Us – Macklemore & Ryan Lewis: https://youtu.be/2zNSgSzhBfM
I make it look easy – Valley of Wolves

References:

https://positivepsychology.com/imposter-syndrome-tests-worksheets/

CAnning, E.A., LaCosse, J., Kroeper, K.M., Murphy, M.C. (2020) Feeling like an imposter: the Effect of Perceived Classroom Competition on the Daily Psychological Experience so fFirst-Generation College Students. Social Psychology Perspectives in Science. 11, 647-657.
Clance,P.R., Imes, S.A. (1978) The imposter phenomenon in high achieving women: dynamics and therapeutic intervention. Psychother Theor Res Pract, 15,. 241-247
Clance, P. R., Dingman, D., Reviere, S.L., & Stober, D. R. (1995). Impostor Phenomenon in an interpersonal/social context: Origins and treatment. Women and Therapy, 16, 79-96.
Doggett, J. A. (2019, October 10). Imposter phenomena hits harder when you’re Black. HuffPost. https://www.huffpost.com/entry/imposter-syndrome-racism-discrimination_l_5d9f2c00e4b06ddfc514ec5c?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cucm9ja21uYXRpb24uY29tLw&guce_referrer_sig=AQAAAGcZ_nMl7YKKWg4ULzbGyVi3CO5-BT_d2llorw2Qmel7FD93_hNli9zqUxeSWTKdEXTaq10aqXs7V4piILDRRXpdHmeSQmu7onjQaFtySXDLAOs1A_MZvD69NeY5hlNdRDns2gLF8MI-IBNXGKkgPl_YRG9L3kOzYVUos7EI5ANu
Landry MJ, Bailey DA, Ervin A. You Are Not an Impostor: The Registered Dietitian Nutritionist and Impostor Phenomenon. J Nutr Educ Behav. 2021 Jul;53(7):625-630. doi: 10.1016/j.jneb.2021.02.008. Epub 2021 Mar 26. PMID: 33775568.Rivera N, Feldman EA, Augustin DA, Caceres W, Gans HA, Blankenburg R. Do I belong here? Confronting imposter syndrome at an individual, peer, and institutional level in health professionals. MedEdPORTAL. 2021;17:11166. https://doi.org/10.15766/mep_2374-8265.11166
Oregon Women Lawyers (OWLS), 2020. Imposter Syndrome: Tools and Resources. https://oregonwomenlawyers.org/wp-content/uploads/2020/05/OWLS_July-21_2020_Handout_tools-and-resources-2020.1.pdf
Williams, A. (n.d.). Imposter Phenomenon in the Classroom. The Harriet W. Sheridan Center for Teaching and Learning Newsletter. https://www.brown.edu/sheridan/impostor-phenomenon-classroom

[1] https://blog.cengage.com/how-imposter-syndrome-affects-students-and-instructors/

[2] https://hbr.org/2021/02/stop-telling-women-they-have-imposter-syndrome

[3]https://paulineroseclance.com/pdf/IPTestandscoring.pdf

[4] https://positivepsychology.com/imposter-syndrome-tests-worksheets/