Stop the imposter: Experimental test of a workshop intervention for first-generation students experiencing imposter phenomenon

Abstract

Imposter phenomenon (IP) is understood as the experience of those who are accomplished and successful feeling fraudulent or unworthy of their successes. Those who experience IP may attribute their successes to sheer luck or happenstance, rather than to their own hard work or abilities. They may harbor a fear that they will be “found out,” or that others will discover that they are, indeed, “imposters.” Research has explored various predictors and outcomes of the construct. While IP can happen to almost anyone, the evidence suggests that certain populations may be especially ripe for experiences of IP, including first-generation students (FGS). A few interventions have been developed to mitigate experiences of IP, including a Cognitive Processing Therapy (CPT) psychoeducational workshop. This study aimed to implement, assess, and validate an existing peer-reviewed non-clinical intervention for reducing IP, but with the novel and underserved population of FGS. 141 FGS participated in a 2-week CPT-informed workshop (experimental n = 83; control n = 58). It was hypothesized that participants in the experimental condition would experience statistically significant reductions in IP, along with boosts in other vocational and well-being outcome measures, when compared to the control group. Data were analyzed using multistage sequential mixed methods, including a series of mixed-method analysis of variances (ANOVAs) and thematic analysis (TA). Results suggest that certain dimensions of well-being and vocational functioning improved over time, especially IP, academic satisfaction, and vocational identity. However, group differences between conditions were generally modest at best. Participants in both conditions experienced a decrease in IP over time, with the experimental group experiencing marginally significant reductions when compared to the control. However, qualitative data from participants suggested that the intervention was well-received, with the vast majority indicating improved understanding, ability, and confidence in combating IP. While limited, the results highlight a potentially beneficial career development intervention for reducing IP among first-generation college students.