Impostor Phenomenon: Foe or Friend?
Paper

Presenter(s): Richard Cash

“I may not be as great as people think I am!” (Viola Davis). Many accomplished individuals wrestle with impostor phenomenon, or self-doubt and fraudulent feelings. While impostorism can lead to social & emotional problems, it may also increase effort and humility. This interactive and engaging session will offer ways to build confidence and efficacy in gifted students to overcome self-doubt.
“I still have a little impostor syndrome…It doesn’t go away, that feeling you shouldn’t take me that seriously” (Michelle Obama).
Maya Angelou, Einstein, Tom Hanks, Simone Biles and many other accomplished individuals contend with self-doubt and feeling undeserving of the accolades for their successes. Gifted students may also suffer from feelings of impostorism, which can lead to underachievement, and social/emotional concerns.
In the 1970s, psychologists Drs. Suzanna Imes and Pauline Clance studied high achievers who were unable to internalize and accept their success. These gifted individuals often attributed their achievement to luck rather than ability and feared others my find them to be fraudulent. In what they titled impostor phenomenon (often referred to as impostor syndrome) can lead to anxiety, stress, and depression. Most recently, Professor of Psychology, Dr. Kevin Cokley (2021), states we should avoid using the term “syndrome” as it is overly clinical/pathologizing, while “phenomenon” can be understood as something that may be situational, balanced and ultimately beneficial.
It is suggested that around 25-30% of high achievers may deal with impostor phenomenon (Sakulku & Alexander, 2011). It may be more widespread among gifted BIPOC and female students. The negative effects of impostor phenomenon range from over-compensation to perfectionism to confirmation bias. On the other hand, self-doubt can lead to greater work effort, persistence, attention to detail, and humility.
During this session, participants will engage in recognizing impostor phenomenon, creating environments that foster diversity to abate impostorism, and developing strategies for gifted students to feel confident, secure, and self-efficacious.