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Imposterism, also referred to as “impostor syndrome” or “impostor phenomenon,” has become an increasingly important topic in higher education research. First identified by psychologists and researchers Pauline Clance and Suzanne Imes, the concept describes persistent feelings of self-doubt and intellectual fraudulence even in the presence of clear evidence supporting competence and achievement (1978). Individuals experiencing imposterism often believe that their accomplishments result from good luck, timing, or other external factors rather than genuine ability and effort (Clance & Imes, 1978).��

Within higher education, where achievement, evaluation, and assessment are fundamental to institutional culture, imposterism can significantly impact students, faculty, and staff. Research indicates that impostor feelings are prevalent among students, faculty, and staff across colleges and universities worldwide. For example, Yang et al. (2024) conducted a systematic review examining 37 studies on imposterism in higher education and noted a common theme that both students and faculty frequently experience impostor feelings, which negatively influence well-being, confidence, and career progression. This suggests that imposterism is not an isolated issue affecting only a few individuals but rather a widespread challenge across higher education systems.

Higher education environments often expose students to intense academic pressure, financial stress, and social comparison. When impostor feelings go unrecognized, students may internalize these struggles and believe they are personally inadequate rather than responding to external pressures and unrealistic expectations. For example, Dumitrescu and De Caluwé (2024) found that university students with stronger impostor tendencies experienced significantly higher levels of generalized anxiety and emotional exhaustion. Similarly, Wang and Li (2023) found that doctoral students commonly reported moderate to severe impostor feelings associated with anxiety, stress, and emotional exhaustion. However, it is important to recognize this concept beyond a student-focused lens.

Faculty members, staff and administrators are also affected by imposterism. Higher education institutions often emphasize productivity, publication, and prestige, creating environments where academics constantly compare themselves to colleagues. According to Breeze et al. (2022), faculty members experiencing impostorism often overwork in an attempt to compensate for perceived inadequacies, increasing their risk of burnout and emotional exhaustion. Additionally, imposterism may discourage faculty and other staff from applying for promotions, leadership positions, or collaborative opportunities (Underwood, 2026). Recognizing imposterism among all academic stakeholders is therefore essential not only for personal well-being but also for institutional effectiveness and innovation.

While the “all-knowing” nature of higher education often fuels imposterism in many, it is important to explore ways to support stakeholders within colleges and universities. There is growing evidence that targeted interventions can reduce its negative effects. A recent review of existing studies found that interventions targeting imposterism commonly included psychoeducational workshops, counseling, mentorship, and peer-support strategies. The review concluded that increasing awareness of imposterism and creating supportive group environments were associated with reduced psychological distress and improved coping mechanisms (Mak et al., 2024).

Recognizing and normalizing imposterism

Recognizing imposterism also promotes healthier attitudes toward intelligence and achievement. Many enter higher education believing that successful individuals should perform effortlessly and never struggle. Consequently, when they encounter difficulties, they may interpret these challenges as evidence that they do not belong in higher education. By discussing imposterism openly, educators can help students understand that uncertainty and self-doubt are common experiences rather than indicators of incompetence.

Normalizing discussions about imposterism in higher education may play an important role in improving student and faculty well-being, strengthening academic belonging, and reducing stigma associated with self-doubt. Open conversations about impostor feelings can help individuals recognize that experiences of uncertainty and perceived inadequacy are common within competitive academic environments rather than evidence of personal failure. For instance, researchers suggest that when faculty members, mentors, and institutional leaders openly discuss challenges such as rejection, failure, and academic insecurity, they help create more psychologically supportive learning environments that encourage resilience and help-seeking behaviors (Bravata et al., 2020).����

Conclusion

In conclusion, recognizing imposterism in higher education is essential for supporting mental and emotional health, improving academic performance, promoting belonging, and strengthening institutional communities. Higher education institutions therefore have a responsibility to recognize imposterism not simply as an individual weakness but as a complex issue shaped by psychological, social, and institutional factors. By fostering supportive, transparent, and inclusive academic environments, colleges and universities can help reduce impostor feelings while promoting resilience, belonging, and long-term academic success.

References

Breeze, M., Addison, M., & Taylor, Y. (2022). Situating imposter syndrome in higher education. In The Palgrave handbook of imposter syndrome in higher education (pp. 1–18). Springer.

Bravata, D. M., Watts, S. A., Keefer, A. L., Madhusudhan, D. K., Taylor, K. T., Clark, D. M., Nelson, R. S., Cokley, K. O., & Hagg, H. K. (2020). Prevalence, predictors, and treatment of impostor syndrome: A systematic review. Journal of General Internal Medicine, 35(4), 1252–1275.

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.

Dumitrescu, R., & De Caluwé, E. (2024). Individual differences in the impostor phenomenon and its relevance in higher education in terms of burnout, generalized anxiety, and fear of failure. Acta Psychologica, 245, 104445.

Mak, K. K. L., Kleitman, S., & Abbott, M. J. (2024). Interventions addressing impostor phenomenon: A scoping review. Frontiers in Psychology, 15, Article 1360540.

Underwood, K. (2026). Conquering your inner imposter. UOPX CDS Colloquium, Virtual.

Wang, Y., & Li, W. (2023). The impostor phenomenon among doctoral students: A scoping review. Frontiers in Psychology, 14, Article 1233434.

Yang, X., Yeo, K. J., Lee, S. H., & Handayani, L. (2024). A systematic review of impostor syndrome in higher education. , 13(6), 3884.

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(Republished from the spring CDS Addendum)