Date of Award
4-10-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
Annsley Frazier Thornton School of Education
Department
Education
Major Advisor
Dr. Michael Vetter
Abstract
Framed within Hill-Collins' (2009) Black feminist thought, this study delves into the emergence of the impostor syndrome construct among Black graduate-level women in higher education. Despite the growing literature on impostor syndrome and its consequences across various demographics and sectors, inadequate scholarly attention has been dedicated to comprehending the specific challenges faced by Black women in education. Nine participants enrolled in Master's programs at predominantly White institutions were engaged in this exploration. Consistent with most of the existing literature, findings accentuated the pivotal role of educational attainment for Black women, who consistently outpace other groups. Interviews further unveiled a relentless pursuit of academic success, often at the expense of physical and mental well-being, amidst oppressive environments. Participants articulated experiences of impostor feelings alongside manifestations of negative self-concept, anxiety, self-doubt, and overcompensation—traits characteristic of impostor syndrome. One particular discovery, however, was that the women in this study were not interested in hiding behind their impostor behaviors, as asserted in the seminal study of Clance & Imes (1978). The Black graduate women in this study want to call attention to their impostor tendencies, strengthening their personal belief system in the process. This study amplifies the voices of Black women navigating the higher education space and sheds light on the convergence of impostor syndrome, race, and gender within this demographic. This study also highlights implications for research and practice that advocate for interventions and support mechanisms to help foster more equitable academic environments for Black graduate women.
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Recommended Citation
Clark, Phyllis, "Brilliance UnBothered: A Phenomenological Exploration of the Influence of the Impostor Syndrome on Black Graduate Women Enrolled in Master’s Level Programs at Predominantly White Institutions" (2024). Graduate Theses, Dissertations, and Capstones. 184.
https://scholarworks.bellarmine.edu/tdc/184
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