Previous research has demonstrated that students in university honors programs may be distinct from their non-honors counterparts. To further examine these differences and the overall experiences of honors students, this thesis utilized a Study 1/Study 2 mixed methodology design to examine the experiences of honors students within East Tennessee State University’s University Honors Scholars program. Study One quantitatively examined the differences between honors and non-honors students’ levels of perfectionism, imposter syndrome, and academic and social competitiveness. Findings from Study One inspired Study Two, which qualitatively examined honors students’ experiences with perfectionism, uncovering the sources and effects of their perfectionistic behaviors. Combined, these findings indicate that not only do honors students experience higher levels of perfectionism than non-honors students, likely stemming from the expectations and standards held by the honors program, but also that their perfectionistic behaviors are overall maladaptive and are used to avoid failure rather than in the pursuit of success.

The managerial role is affected by how society develops and is a versatile role. This often requires an academic background, but despite this is not something you are educated for, but rather advance and qualify for. The competence requirements in applications have increased in recent years and Sweden today has the lowest proportion of young managers in Europe. This means that recruiters have an important role in admitting younger candidates. Young graduates end up in a so-called "Catch 22" as they often lack experience. Therefore they apply to the labor market to acquire experience, but the roles require experience for employment. The question is whether this paradoxical situation leads to Imposter Syndrome in young people. The syndrome is a global problem and approximately 70% of the population has at some point experienced the feeling. Imposter Syndrome, is believed to appear in school, is more common among young people and especially college and university students and academics who have advanced in their career. The syndrome's symptoms promote self-doubt and can lead to psychological effects, people who experience it tend to withdraw from pursuing new jobs or getting promoted, which can inhibit career development. The social construction of a manager is a person with experience. This image risks influencing people who recruit to exclude young people in recruitment processes. 100% of respondents doubt themselves and whether the education was preparatory for the labour market. This self-doubt gives the young candidates a poor self-image that hinders them in their careers. / Chefsrollen påverkas av hur samhället utvecklas och är en allsidig roll. Denna kräver ofta en akademisk bakgrund men är trots detta inget man utbildar sig till, utan snarare avancerar och kvalificerar sig till. Kompetenskraven i ansökningar har ökat de senaste åren och Sverige har idag lägst andel unga chefer i Europa. Detta innebär att personer som rekryterar har en viktig roll i att släppa in yngre kandidater. Då de ofta saknar erfarenhet hamnar nyutexaminerade unga i ett så kallat ”Moment 22” där de söker sig till arbetsmarknaden för att få erfarenhet, men där jobbet kräver erfarenhet för anställning. Frågan är om denna paradoxala situation leder till Imposter Syndrome hos unga. Syndromet är ett globalt problem och cirka 70% av befolkningen har någon gång upplevt känslan. Imposter Syndrome tros grunda sig i skolan, är vanligare bland unga och särskilt högskole- och universitetsstudenter samt akademiker som gjort karriär. Syndromets symptom orsakar självtvivel och kan leda till psykologiska effekter samt att personer som upplever det har en tendens att dra sig från att söka nya jobb eller bli befordrade, vilket kan hämma karriärutvecklingen. Den sociala konstruktionen av en chef är en person med erfarenhet. Denna bild riskerar påverka personer som rekryterar att utesluta unga i rekryteringsprocesser. 100% av respondenterna tvivlar på sig själva och om utbildningen varit förberedande för arbetslivet. Denna självtvivel ger de unga kandidaterna en sämre självbild som hindrar dem i karriären.

<p>Black women’s underrepresentation in STEM disciplines remains an urgent problem of major concern in higher education institutions across the United States. The purpose of this investigation was to explore Black women’s experiences in an active learning STEM Human Centered Design course at a Predominantly White Institution. It also examined how these experiences influenced Black women’s intent to persist in STEM educational pathways. Black Feminist Thought Theoretical Framework was used to conceptualize and interpret the experiences of five Black female first year undergraduate students at a Predominantly White Institution in the Midwestern region of the United States. This qualitative case study research utilized semi structured interviews, direct observations, and documents to gather and triangulate data for this study. The findings from this study revealed that: (a) <i>Imposter Syndrome: An Enduring Internalized Question of Competency, </i>(b) <i>Undermining of Academic Abilities</i>: <i>Cross Examination of Intellect,</i> (c) <i>Lack of Diversity: A Colorless Norm,</i> (d) <i>Isolation: Intrinsic Sensitivity of Separation from Others</i> were the salient experiences facing these five undergraduate Black women. This investigation contributes to the dearth of scholarship on Black women in STEM by highlighting their undergraduate experiences in a STEM course, and describing ways to ensure their persistence towards STEM educational pathways.</p>

Black women face barriers to higher education that include systemic racism and sexism that lead to self–doubt, discrimination, and familial and community support. They battle barriers to and within academia through the intersectionality of their sex and racial identity groups. As a response to the barriers they face in higher education, the purpose of this study was to explore the experiences of Black women navigating a doctoral program in education at a California State University. To explore the experiences of the participants, I used a qualitative study with a Heideggerian phenomenological approach and a Black feminist lens. A three­–question interview, which asked about the application process, admissions process, and first–year experience was used to explore the experiences of five Black women at two California State University campuses. The results of this study could be used to address the racial and gender equity gaps within the California State University system.

This study examines the ratio between ability to learn and confidence in students in the online learning environment within two learning styles, Question-Based Learning (QBL) and Traditional Learning (TL), to be able to gain more insights of the phenomenon ‘Imposter Syndrome’. There isn't any previous research that analyzes the ability-confidence ratio for QBL or Traditional Learning in online learning environments so current insight of this is currently lacking. Also important to note that this study mainly only concerns itself with one of the Question-Based Learning strategies, namely that of repeated or regular self testing. In this study, both confidence and ability were measured across 4 subscales each in students at KTH in order to perform a correlation analysis between the subscales of the two learning styles. The aim is to gain insight into the relationship between confidence and abilities, which could be useful for teachers in assisting their students’ utilization of QBL and how it affects ‘imposter syndrome’. Data was gathered through a survey which was published on several forums for KTH students. The survey received 97 responses. The data was analyzed using Spearman’s rank correlation analysis, which revealed a significant correlation between the subscales within confidence and ability for TL and QBL. The results show that a student’s ability to learn is strongly associated with their confidence in more Traditional Learning settings than with the QBL approach of self-testing. / Denna studie undersöker förhållandet mellan förmåga at lära sig och förtroende hos elever i online-lärmiljön inom två inlärningsstilar, Question-Based Learning (QBL) och Traditional Learning (TL), för att kunna få fler insikter om fenomenet "Imposter Syndrome". Det finns ingen tidigare forskning som analyserar ability-confidence ration för QBL eller Traditional Learning i online-inlärningsmiljöer så aktuell insikt om detta saknas för närvarande. Det är också viktigt att notera att denna studie huvudsakligen bara handlar om ett av QBL lärandestrategierna, nämligen upprepade eller regelbundna självtestningar. I denna studie mättes både confidence och ability över 4 delskalor vardera hos studenter vid KTH för att kunna utföra en korrelationsanalys mellan delskalorna för de två inlärningsstilarna. Syftet är att få insikt i sambandet mellan självförtroende och förmågor, vilket kan vara användbart för lärare för att hjälpa sina elever att använda QBL och hur det påverkar "imposter syndrome". Data samlades in genom en undersökning som publicerades på flera forum för KTH-studenter. Enkäten fick 97 svar. Data analyserades med Spearmans rangkorrelationsanalys, som visade en signifikant korrelation mellan delskalorna inom förtroende och kunskap för Traditional Learning och QBL. Resultaten visar att en students förmåga att lära sig är starkt förknippad med deras förtroende för mer Traditional Learning än med QBL-metoden för självtestning.

This study intends to shine a light on the psychological phenomenon that is the imposter syndrome, and the role that the employer and human resource departments play in this condition. Based on theories and previous research about learning, competence, leadership and human resources we’ve intended to examine how employers need to consider the Swedish work environment law when handling employees with critical self-doubt in work-related situations. We’ve investigated which work-related situations the study's interview participants experience self-doubt and insecurity, by conducting qualitative interviews. Using their stories, the study has achieved a result that shows a correlation between the importance of genuine feedback, transparent communication, healthy organizational culture and the handling of work-related self-doubt. / Studien avser undersöka det psykologiska fenomenet bluffsyndromet och arbetsgivarens roll ihanteringen av dess symptom i det systematiska arbetsmiljöarbetet. Utifrån teorier och tidigareforskning om bluffsyndromet, lärandets processer, kompetens, HR och ledarskap. Teorierna och dentidigare forskningen har ställts i relation till arbetsmiljölagen och det systematiska arbetsmiljöarbetetför att undersöka HR:s roll i frågan. Med hjälp av kvalitativa intervjuer har det undersökts i vilkaarbetsrelaterade situationer studiens intervjudeltagare upplever självtvivel och osäkerhet. Med hjälp avderas berättelser har studien uppnått ett resultat som visar korrelation mellan vikten av genuinfeedback, transparent kommunikation, sund organisationskultur och hanteringen av arbetsrelateratsjälvtvivel.

African American women in educational leadership roles face a myriad of barriers and challenges. Black feminist theory and impostor phenomenon theory offered a potent conceptual lens for understanding the experiences of successful African American women. A qualitative phenomenological study was conducted to examine and explore strategies that African American women use to (a) navigate the impostor phenomenon in relation to career mobility, and (b) identify and understand how social constructs in educational leadership organizations can contribute to their experiences. The research also examined the historical and contemporary problems of subjugation, oppression, racism, and sexism as narrated by 12 African American women who are in educational leadership roles. Data collected from the participants were triangulated and analyzed thematically resulting in six themes: (1) experiences of being questioned and undermined by superiors; (2) experiences of other people's perceptions about African American female leaders; (3) the need for a mentor; (4) giving others a chance to question them; (5) intentional self-care; and (6) lack of support from leaders and mentors. It is recommended that those who work within the education systems focus on acquiring an understanding of the internal struggles African American women navigate in response to systemic, external challenges, so they can better support these women in terms of career mobility and give more attention to retaining them in educational leadership roles.

The recruitment and retention for underrepresented minority (URM) students in agriculture and natural resources have been minimal. The importance of elucidating the lack of representation of students of color and underrepresented minority (URM) students in these fields suggests that appropriate actions at the secondary school and collegiate level need consideration. According to Silas (2016, p.iii), "students of color are currently underrepresented in agricultural disciplines when examining the increasingly diverse make-up of the United States." Examining the recruitment and retention strategies institutions are currently implementing is critical because of the narrative of these particular fields in the treatment of students of color and URM students over time. Many students of color and URM students that are currently matriculating a degree or currently in a career in these respective areas have possibly experienced the imposter phenomenon and imposter syndrome. People may feel like an imposter regarding accomplishments they believe they do not deserve or questioning their ability to receive such accolades. When an individual inhibits these feelings, this is an example of the imposter phenomenon or imposter syndrome. The imposter phenomenon, first recognized by Clance and O'Toole (1988), is a motivational disposition in which persons who have achieved some level of success feel like fakes or imposters. Individuals likely experiencing these imposter feelings during a period were examined using a lens based on the Critical Race Theory (Bell; 1987, Crenshaw, 1989; Delagado andStefancic, 2012) and Racial Identity Development Theory (Helms, 1990; Helms, 1993). The phenomenological study examines the effects of IP/IS in URM graduate students in agricultural and natural resource-related majors and fields. This method focuses on the participants' lived experiences regarding this phenomenon. The study itself examined how URM graduate students dealt with these particular feelings in their respective environments and what solutions were suggested or needed. The researcher interviewed ten participants regarding their perceptions of diversity and inclusion in agriculture, natural resources, and STEM-related fields. / Doctor of Philosophy / The need for diversity and inclusion within agriculture, natural resources, and STEM-related fields is critical and imperative as the demographics of the United States are changing. The shortage of minority individuals within agriculture, natural resources, and STEM-based fields impede the ultimate success and potential within these areas. The utilization of underrepresented minority (URM) individuals within these spaces ensure proper diversity and inclusion methods within these environments. The minimal efforts of diversity and inclusion within these environments are likely to promote feelings of an imposter within these URM individuals which would likely hinder success and motivation. The imposter phenomenon and imposter syndrome are particular feelings in which persons who have achieved some level of success possibly feel like fakes or imposters. This study examines the perceptions of URM students that have perhaps experienced feelings related to this phenomenon in less diverse and inclusive settings. The researcher examines critical race theory and racial identity development by interviewing ten participants about their perceptions of diversity and inclusion and the imposter phenomenon and imposter syndrome within the agricultural, natural resource, and STEM-related majors and fields.

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