Don’t Hurt Yourself: Identifying, Assessing, & Understanding the Imposter in the Room Monday, March 11, 2019 | 10:10 – 11:00 a.m. LACC, 304 ABC Dr. Martina Martin, Associate Director, Student Services Center, University of Kentucky Chelsea Fricker, Assistant Director, Student Leadership Programs, University of Dayton

Learning Outcomes Understand the Imposter Phenomenon, including its symptoms, development, and impact on new higher education professionals and first-year students. Recognize strategies for combating the negative symptoms associated with imposter syndrome. Understand how to utilize self-authorship and other best practices to assist with the development and retention of new higher education professionals and first- year college students experiencing imposter feelings. Learn about efforts and current initiatives across campuses designed to serve of new higher education professionals and first-year college students experiencing imposter feelings.

Agenda What is Imposter Syndrome? Who does it impact? When does it occur? How to address Imposter Syndrome in higher education? Deeper dive-how does it impact first generation students?

What is the Imposter Syndrome?

Pause & Discuss What were your key take-a-ways from this video? Where do you see Imposter Syndrome show up in your life? Do you observe Imposter Syndrome with your students? If so, when?

Clance IP Scale (CIPS)

Scoring 40 or less= few imposter characteristics 41-60= moderate IP experiences 61-80= frequent imposter feelings 80 or more= intense IP experiences

Who Does the Imposter Syndrome Impact? 70% Universal experience High- achieving individuals Students, staff, faculty Social identity

When does the Imposter Syndrome Occur? Internalized thoughts/ feelings Social capital Oppressive and exclusive practices Certain stimuli and situations trigger reactions Competitive environments High expectations Stereotype threat  

How Does Imposter Syndrome Manifest? Unintelligent Undeserving Feeling phony Isolation Dwell on failure, mistakes, and critical feedback Withdraw Charm over ability Nervousness Diligence Avoiding displays of confidence Fear Anxiety

Self- Authorship as a Strategy Trust your internal voice Build and solidify an internal foundation Secure internal commitments Create environments

Additional Strategies Write! Shape your mindset Be your authentic self and own it Communicate expectations and hopes Surround yourself with supporting people Talk about imposter feelings early Acknowledge elephant in the room Take in positive affirmations Be disciplined Stay involved Help alleviate feelings of Imposter Syndrome in others

Impact on First-Generation Students

References Clance, P.R., (1985) The Imposter Phenomenon: When success makes you feel like a fake. Toronto: Bantam Books. Clance, P.R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241-247. Baxter Magolda, M. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus Baxter Magolda, M. (2008). Three elements of self-authorship. Journal of College Student Development, 49, 269-284 Shetty, Chunoo, & Cox (2016). Self-Authorship in student affairs: a developmental paradox. Journal of Student Affairs Research and Practice, 53(2), 131-145.

See you next year in Austin, Texas! Thank you! See you next year in Austin, Texas!