Impostor Syndrome: What It Is and How to Overcome It as a Graduate Student

• Published in: Communiqué (National Association of School Psychologists) Vol. 49; no. 8; p. 35
• Main Authors: Wiegand, Rachel, Barton, Amy, Zakszeski, Brittany, Mackey, Iris
• Format: Journal Article
• Language: English
• Published: Bethesda National Association of School Psychologists 01.06.2021
• Subjects: Academic Achievement; Activities of daily living; College students; Confidence; Doctoral Programs; Educational Change; Educational Improvement; Evaluative Thinking; Field study; Goal Orientation; Grade 5; Graduate students; Graduate studies; Graduate Study; Grouping (Instructional Purposes); Individual Characteristics; Internship Programs; Job Satisfaction; Middle Schools; Practicum Supervision; Practicums; Research Assistants; Research Methodology; Research Skills; Resistance (Psychology); School Effectiveness; School psychologists; School Psychology; Self Efficacy; Teaching; Training
• ISSN: 0164-775X

[...]individuals in transitional phases of their career experience impostor syndrome at high rates (e.g., Lige et al., 2017), suggesting that graduate students are at increased risk for experiencing feelings of impostorhood. Professional organizations and programs can create support and resources for minoritized graduate students at an increased risk for impostor syndrome. Author Affiliation 1 Rachel Wiegand is a second-year student and Warne Scholar in the school psychology program at Chapman University 2 Amy Barton is a 5th-year doctoral candidate in the school psychology program at the University of Houston 3 Brittany Zakszeski is an early career school psychologist at the Devereux Center for Effective Schools, where she serves as a trainer, consultant, and applied researcher supporting schools’ comprehensive school improvement initiatives 4 Iris Mackey is a licensed school psychologist working in preK–5th-grade elementary schools in Clarksville-Montgomery County, Tennessee