The Impostor Phenomenon: Psychological Research, Theory, and Interventions

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This chapter explores how higher education institutions (HEIs) can effectively and efficiently balance empirical evidence and practical limitations to conceptualize and deliver student-facing impostor phenomenon (IP), commonly referred to as impostor syndrome, interventions while working toward institutional-level changes to address systemic factors that foster IP. The content and strategies are drawn from findings from an extensive literature review and the authors' work designing and facilitating IP workshops. The authors do not claim to have all the answers or act as infallible guides. Instead, they hope this chapter serves as a call to action for social science scholars. Although the scholarship on the existence of IP is not new, applied research is still in its infancy. As a result, there is a wide gap in the extant research related to evidence-based IP strategies and interventions, particularly within higher education contexts. This gap must be filled if HEIs hope to effectively support students in interrupting their impostor cycles and silencing their inner critics. 

Rosenscruggs, D., & Schram, L. (2024). Research-based strategies for combating the impostor phenomenon in higher education. In K. Cokley (Ed.), The impostor phenomenon: Psychological research, theory, and interventions (pp. 309–339). American Psychological Association. https://doi.org/10.1037/0000397-015