Combating Imposter Syndrome in Academia

Investigating the phenomenon of impostor syndrome

Although early-career faculty are familiar with the emotions of impostor syndrome, we realize that sentiments of imposter syndrome can be difficult at any point in one’s career due to the substantial shifts in teaching and learning during the COVID-19 pandemic.

Regardless of the pandemic, when we advance in our careers, not only do our duties alter, but so does our persistent comparing behaviour, developing impostor syndrome as a career-long pest that can sap the joy from our hard-won accomplishments. When we begin a new role, a new course, or embrace new technology, or even when things aren’t new, but our perceptions or attitudes about teaching have evolved, impostorism may arise. Imposter syndrome must be better understood in order to be combated.

The common discussion of imposter syndrome frequently focuses on feelings of personal inadequacy and ends there, but there is more to it. Imposter feelings are caused by both internal and external factors: internal factors include aspects such as personality traits that arise within the individual, whereas external factors include social and environmental context that occurs outside of the individual, such as difficult students or even societal expectations. Both aspects allow for poor self-perception to emerge.

Much of the study has portrayed this “syndrome” as an internal trait that identifies causes that are also internal, such as personality characteristics (e.g., perfectionism, type A) or attachment style, from a psychological standpoint. The significance of social context in creating and controlling these feelings has also been considered by social psychologists. As a result, the phrase “imposter phenomenon” denotes a shift away from individualizing these thoughts in order to acknowledge their common character in the workplace, which teachers may find oddly comfortable.

Internal variables have to do with who we are, whereas external elements have to do with how things are. Imposter feelings, for example, can be related to societal pressures; it is well-documented that women and racialized groups experience greater rates of imposter feelings as a result of stereotypes’ pervasiveness and the prejudice they face. External forces, which originate at the macro-level and exist outside of the individual, trickle down to cause the uneasy sense that we’re not measuring up at work in this way. Institutional policies and work standards are other instances at the ground level that establish underlying conditions that lead to widespread perceptions of inadequacy.

In Academia, How Do You Deal With Imposter Syndrome?

• Recognize Your Feelings

The first step toward overcoming your feelings of being an imposter is to recognise that you are not alone. You are as clueless of what your peers are thinking as they are of what you are thinking. As a result, you should appreciate your feelings and remind yourself of how you achieved a certain scholarship or academic position. Do not throw away your hard-won success. Maintain your credibility by being open and honest with yourself and others about the validity of your work and discoveries. You must learn to distinguish between facts and feelings.

• Criticism that is constructive is valued.

You will be a successful academic if you can accept constructive criticism and implement it. This type of criticism motivates you to seek out favorable feedback. Finally, a researcher’s goal is to distribute study findings to the audience in the most understandable way possible. As a result, it’s critical to value feedback in order to effectively communicate and deliver your study findings. You must, however, learn to distinguish between a sugar-coated reality and constructive criticism.

• Retrain Yourself

Don’t mix up your ability to learn and grow with prior knowledge, or you’ll miss out on valuable learning opportunities. If you discover a critical talent or method that you lack, make an effort to learn it. As a result, your work becomes more effective and productive. Remember, however, that pursuing perfection has led to impostor syndrome in many scientists.

• Comparisons should be avoided.

Comparison is the most common and disheartening thief of a great academic career. Furthermore, being in the company of intellectual, high-achieving individuals might be daunting. Do not, however, mistake their accomplishments for your shortcomings. Instead, keep in mind that everyone has varied abilities. You excel in one area while they flourish in another. Most essential, you must concentrate on what you have achieved rather than what you had intended to achieve.

FAQ’s

Q. What are your strategies for dealing with imposter syndrome?

Ans: Imposter syndrome is most likely addressed, or at least reduced, by supporting our internal conceptions, which can be aided by a focus on: 1 Increasing one’s optimism Adopting a growth mentality is number two. 3 Visualization exercises 4 Use of self-talk that is positive 5 Mindfulness techniques 6 Developing positive coping strategies.

Q. What causes imposter syndrome in academics?

Ans: Academics, unfortunately, are particularly vulnerable to imposter syndrome. Among the motivating factors include high rates of experimental failure and administrative rejection, a meritocracy mentality (“publish or perish”), and a lack of openness and transparency about the tough route to professional achievement.

Q. Imposter Syndrome and How to Overcome It?

Ans: When you’re in a circumstance that makes you feel like an impostor, become aware of the conversation going on in your thoughts. This is the script you’ll use inside. Then, rather than saying to yourself, “Wait till they figure out I have no idea what I’m doing,” tell yourself, “Everyone who starts something new feels off-base at first.”