Impostor phenomenon in STEM: occurrence, attribution, and identity

Abstract

Purpose

This study aims to explore different themes related to impostor phenomenon, as experienced by graduate students and postdocs in science, technology, engineering and mathematics (STEM) fields.

Design/methodology/approach

Open-ended survey responses from 120 US-based participants from 40 states and Washington, D.C., describing an occasion when they felt like an impostor, were analyzed thematically.

Findings

Following content analysis, three themes emerged: occurrence, attribution and identity. While impostor-like feelings were experienced as early as high school or college, the majority experienced it during PhD application, on being admitted to a PhD program and throughout PhD training. The people experiencing impostor phenomenon attributed their achievements and success to others (other’s name, prestige, or connections, other’s mistake, other’s lies or misrepresentation, or other’s kindness) or self (self-inadequacy, pretense, luck or self-doubt) rather than their own hard work or ability. Gender-based and race/ethnicity-based identity also shaped the experiences of the impostor phenomenon.

Research limitations/implications

Open-ended survey responses varied in length and level of detail. Responses provided a one-time snapshot of a memory related to impostor-feelings that stood out, not indicating if the feeling persisted or evolved with time. The findings are not generalizable over a larger population.

Originality/value

This study identified multiple themes related to the impostor phenomenon not investigated before, enriching existing research while also providing methodological rigor for the development of follow-up studies.

Citation

Chakraverty, D. (2019), "Impostor phenomenon in STEM: occurrence, attribution, and identity", Studies in Graduate and Postdoctoral Education, Vol. 10 No. 1, pp. 2-20. https://doi.org/10.1108/SGPE-D-18-00014