The present dissertation takes the multi-faceted phenomenon of deception as its point of departure. The aim is to make a case for deception as a social phenomenon, and to frame theoretically and define the skills and abilities that make deception possible. A theoretical model based on a number of ideal types is constructed. The purpose of the model is to differentiate particular aspects of deception, and the model is illustrated with examples of actions of more or less well-known impostors. The examples were collected from a variety of sources, such as autobiographies and television programs. As a first step, the legal definition of deception, i.e. fraud, and statistics on crimes of deception in Sweden are presented. Different theoretical approaches are also discussed; deception as a personality trait, and deception as communication and interaction. In order to illuminate the social dimensions, it is emphasized that deception constitutes a particular type of relationship between deceiver and deceivee. This particular form of interaction exploits elementary forms, and it is also asymmetrical in terms of the intentions of the parties involved. The concept of social competence is used to describe the skills and abilities required for successful acts of deception. It is argued that the social competence of deceivers consists of three types: strategic, normative, and dramaturgic competencies. The strategic competency involves being goal-rational and strategic, for example, the ability to predict the actions of the potential addressee. In the normative competency, norms and reference to norms are used strategically. The dramaturgic competency represents an operationalization and enactment of the two other competencies, and resembles the preparation and performance of an actor. The different contexts in which deception can occur are also discussed. A preliminary typology is presented, with the aim of demonstrating the difficulties in drawing clear lines between various types of deception. The extended approach to deception also means that it can be viewed as a part of everyday social interaction. Finally, some thoughts on deception in the light of societal changes are presented. It is argued that the increasing demands on people to promote themselves in various ways in today’s society can be perceived as an invitation to deception and fabrication. These demands can generate feelings of inferiority and a fear of eventually being unmasked as an impostor, or a phony.

The purpose of this study was to investigate the impostor phenomenon (IP), an internal feeling of intellectual phoniness that was originally discovered in a group of highly successful women (Clance & Imes, 1979), by administering Harvey's IP Scale, Ratter's Internal-External Locus of Control Scale (LOC) and a demographic questionnaire to 126 college students (73 women and 53 men). The goal of this study was to examine the relationships between the impostor phenomenon locus of control, gender, level of education, generation status, age and race. Results indicated a significant positive relationship between the impostor phenomenon and locus of control. No other constructs were found to be significantly related to the impostor phenomenon. / Department of Counseling Psychology and Guidance Services

Racial and ethnic diversity representation in the field of health service psychology is neither equitable nor reflective of the increasingly diverse population nationwide. This discrepancy is endemic to widespread problems associated with mental health care: Minorities are severely underrepresented in the workforce, in psychology training programs, and in treatment populations. The longstanding lack of diversity among trainees in doctoral programs and among professionals in the workforce is associated with poorer mental health outcomes among minority patients; however, the specific contributors that facilitate and maintain racial/ethnic diversity constriction appear to be understudied. Based on the extant literature, a reasonable hypothesis might be that admission of qualified underrepresented minorities to doctoral training is constricted by ineffective and/or outdated recruitment and admissions practices. The proposed study sought to investigate whether impostor feelings or self-reported resilience might be predictive of intent to apply to graduate programs among underrepresented minority students earning their bachelor's degree in psychology. Results indicated that resilience was the most impactful variable in undergraduate students' intent to apply to graduate programs. Hypothesized ethnic differences in impostor feelings and self-perceived resilience were not observed in the study sample. The larger implications of these findings underscore the need for more culturally informed measures that accurately represent the experiences of underrepresented minorities in psychology's training-to-workforce pipeline. A representative workforce via is integral to optimizing treatment outcomes for underserved communities long-term and, as such, necessitates more research into problematic points on representation constriction in the training-to-workforce pipeline.

The‌ ‌purpose‌ ‌of‌ ‌this‌ ‌study‌ ‌was‌ ‌to‌ ‌investigate‌ ‌the‌ ‌experience‌ ‌of‌ ‌impostor‌ ‌phenomenon‌ ‌in‌ ‌ female‌ ‌managers‌ ‌in‌ ‌their‌ ‌professional‌ ‌role.‌ ‌The‌ ‌study‌ ‌was‌ ‌based‌ ‌on‌ ‌a‌ ‌qualitative‌ ‌method‌ ‌ where‌ ‌seven‌ ‌semi-structured‌ ‌interviews‌ ‌were‌ ‌conducted.‌ ‌The‌ ‌result‌ ‌was‌ ‌analyzed‌ ‌on‌ ‌the‌ ‌basis‌ ‌ of‌ ‌an‌ ‌inductive‌ ‌thematic‌ ‌analysis,‌ ‌which‌ ‌generated‌ ‌four‌ ‌main‌ ‌themes‌ ‌describing‌ ‌the‌ ‌ respondents'‌ ‌experience‌ ‌of‌ ‌the‌ ‌phenomenon‌:‌‌ ‌work‌ ‌experience‌ ‌and‌ ‌education,‌ ‌requirements‌ ‌ and‌ ‌expectations,‌ ‌anxiety‌ ‌and‌ ‌consequences‌ ‌‌and‌ ‌‌the‌ ‌importance‌ ‌of‌ ‌the‌ ‌support.‌‌ ‌The‌ ‌result‌ ‌ showed‌ ‌that‌ ‌all‌ ‌respondents‌ ‌experienced‌ ‌the‌ ‌impostor‌ ‌phenomenon‌ ‌in‌ ‌their‌ ‌professional‌ ‌role.‌ ‌ The‌ ‌extent‌ ‌of‌ ‌the‌ ‌respondents‌ ‌from‌ ‌the‌ ‌experience‌ ‌of‌ ‌the‌ ‌impostor‌ ‌phenomenon‌ ‌could‌ ‌be‌ ‌ influenced‌ ‌by‌ ‌a‌ ‌number‌ ‌of‌ ‌factors‌ ‌such‌ ‌as‌ ‌the‌ ‌requirement‌ ‌of‌ ‌superior‌ ‌managers,‌ ‌the‌ ‌support‌ ‌ of‌ ‌managers‌ ‌and‌ ‌colleagues‌ ‌as‌ ‌well‌ ‌as‌ ‌education‌ ‌and‌ ‌work‌ ‌experience.‌ ‌The‌ ‌results‌ ‌further‌ ‌ showed‌ ‌that‌ ‌frequent‌ ‌experiences‌ ‌of‌ ‌the‌ ‌phenomenon‌ ‌could‌ ‌generate‌ ‌negative‌ ‌consequences,‌ ‌ but‌ ‌in‌ ‌cases‌ ‌where‌ ‌the‌ ‌experiences‌ ‌were‌ ‌to‌ ‌a‌ ‌lesser‌ ‌extent‌ ‌it‌ ‌contributed‌ ‌to‌ ‌a‌ ‌positive‌ ‌ individual‌ ‌development.‌ ‌ / Syftet‌ ‌med‌ ‌denna‌ ‌studie‌ ‌var‌ ‌att‌ ‌undersöka‌ ‌upplevelsen‌ ‌av‌ ‌impostor‌ ‌phenomenon‌ ‌hos‌ ‌ kvinnliga‌ ‌chefer‌ ‌i‌ ‌deras‌ ‌yrkesroll. ‌‌Studien‌ ‌utgick‌ ‌från‌ ‌en‌ ‌kvalitativ‌ ‌metod‌ ‌i‌ ‌vilken‌ ‌sju‌ ‌ semistrukturerade‌ ‌intervjuer‌ ‌genomfördes. ‌‌Resultatet‌ ‌analyserades‌ ‌utifrån‌ ‌en‌ ‌induktiv‌ ‌ tematisk‌ ‌analys‌ ‌vilket‌ ‌genererade‌ ‌fyra‌ ‌huvudteman‌ ‌som‌ ‌beskrev‌ ‌respondenternas‌ ‌upplevelse‌ ‌ av‌ ‌fenomenet.‌ ‌Dessa‌ ‌var:‌ ‌‌arbetslivserfarenhet‌ ‌och‌ ‌utbildning,‌ ‌krav‌ ‌och‌ ‌förväntningar,‌ ‌ oroskänslor‌ ‌och‌ ‌konsekvenser‌ ‌‌samt‌ ‌‌stödets‌ ‌betydelse.‌‌ ‌Resultatet‌ ‌visade‌ ‌att‌ ‌samtliga‌ ‌ respondenter‌ ‌upplevde‌ ‌impostor‌ ‌phenomenon‌ ‌i‌ ‌sin‌ ‌yrkesroll.‌ ‌Respondenternas‌ ‌omfattning‌ ‌ utav‌ ‌upplevelsen‌ ‌av‌ ‌impostor‌ ‌phenomenon‌‌ ‌‌kunde‌ ‌påverkas‌ ‌av‌ ‌ett‌ ‌flertal‌ ‌faktorer‌ ‌som‌ ‌kravet‌ ‌ från‌ ‌överordnade‌ ‌chefer,‌ ‌stödet‌ ‌från‌ ‌chefer‌ ‌och‌ ‌kollegor‌ ‌samt‌ ‌utbildning‌ ‌och‌ ‌ arbetslivserfarenheter.‌‌ ‌‌Resultatet‌ ‌visade‌ ‌vidare‌ ‌att‌ ‌frekventa‌ ‌upplevelser‌ ‌av‌ ‌fenomenet‌ ‌kunde‌ ‌ generera‌ ‌negativa‌ ‌konsekvenser‌ ‌men‌ ‌i‌ ‌de‌ ‌fall‌ ‌då‌ ‌upplevelserna‌ ‌var‌ ‌i‌ ‌lägre‌ ‌omfattning‌ ‌bidrog‌ ‌ det‌ ‌till‌ ‌en‌ ‌positiv‌ ‌individuell‌ ‌utveckling.‌ ‌ ‌

[pt] O propósito desta pesquisa é compreender como o aluno bolsista negro da PUC-Rio se sente nesse espaço de poder que é a universidade. Foram realizadas quatro entrevistas com alunos negros que contribuíram com as suas experiências para que tal objetivo fosse alcançado. Na dissertação, discutiram-se contextos históricos, sociais e políticos que marcam a luta do negro pelo exercício de uma cidadania plena, desde o século XIX até os dias atuais. Foi evidenciando que desde o Pós-Abolição, a percepção é a da existência de um passado prolongado e, ainda sentido no presente. Foram abordadas diversas temáticas que dialogaram com as experiências dos entrevistados, desvelando estruturas que favorecem o surgimento de sofrimento psicológico. Através das mobilizações de fontes orais e escritas, foi possível perceber que o sentimento de não pertencimento e de impostor vivenciado por algumas pessoas negras não é algo natural, mas construído historicamente. Construções sociais que têm como motor a colonialidade do poder, a ideologia do branqueamento físico e cultural, o mito da democracia racial e o racismo estrutural. São opressões que perpassam a vida do sujeito negro afetando sua saúde mental. / [en] The purpose of this research is to understand how black scholarship students of PUC-Rio feel in the university, a space made for privileged people. Four black students were interviewed, and their experience contributed to the achievement of this goal. In this dissertation are discussed historical, social and political contexts that mark the struggle of black people to achieve the exercise of full citizenship, from the 19th century to the present day. Evidencing that since the post-Abolition period, what we feel is the existence of a prolonged past, which is still felt in the present. Several themes related to the interviewees experiences were addressed, revealing social structures that favor the emergence of psychological suffering. Through the analysis of oral and written sources, it was possible to perceive that the feeling of not belonging and of being an impostor experienced by some black people is not something natural, but something that was historically built. This social construction was built on the colonialism of power, the ideology of physical and cultural whitening, the myth of racial democracy and the structural racism. These are oppressions that permeate black people s lives, affecting their mental health.

There is a lack of literature that has investigated the relationships between stereotype threat, impostor phenomenon, and other related constructs on career development, particularly for women in STEM. While various resources (National Science Foundation, 2013; Sax, Kanny, Jacobs, Whang, Weintraub, & Hroch, 2016; US Department of Labor, 2014) have highlighted the gender gap and “leaky pipeline” in STEM, it is important to further investigate and understand why these phenomena occur and continue to persist. In this study, I used a mixed methods approach which used a quantitative SEM analyses and qualitative interview to further examine the paths between chilly climate, impostor phenomenon, stereotype threat, science self-efficacy, fear of failure, fear of success, academic major satisfaction, and persistence in STEM in a sample of undergraduate females. Several hypotheses were formed in order to better understand the mediation effects of these variables upon one another. Stereotype threat was found to be endorsed at a lesser rate than anticipated, while impostor phenomenon was endorsed at a higher rate. Science self-efficacy was also found to play an important role in the predicted relationships among variables, relating to both academic major satisfaction and persistence. These quantitative results were supported by data gathered in qualitative interviews. Implications for research and practice around concerns of impostor phenomenon, stereotype threat, and fears of failure and success are discussed.

Made available in DSpace on 2016-03-12T02:03:58Z (GMT). No. of bitstreams: 1 000477584-Texto+Completo-0.pdf: 1092322 bytes, checksum: ac82eb1aeaaddb2a96a668740314f72f (MD5) Previous issue date: 2016 / This is an essay of aesthetic expression written for doctoral thesis purposes, and it explores the work Confessions of Felix Krull, from Thomas Mann. In order to understand this particular work from Thomas Mann, the author also permeates other works by the german writer. The analysis has its central philosophical basis on the Aesthetic theory of Theodor Adorno. The main concepts worked in this writing are mimesis, subjectivity and the idea of natural history. Another concepts such as essay, constellation, montage and model are also mobilized to understand the object of the thesis. The objective is to comprehend a particular structure of the hegemonic language in the western world, taking into consideration this singular work from Thomas Mann, which he had started writing in 1910 and finally published in 1954. The work was divided into three axes of analysis: one on the expression and language of the Confessions, the other on the narrator subject and on the impostor who confesses, and, finally, the analysis of a scene where the author sought uniqueness as critical and dialectical expression. / Trata-se de um ensaio de expressão estética, escrito para fins de tese de doutorado, que versa sobre a obra Confissões do impostor Felix Krull, de Thomas Mann. Para a compreensão dessa obra específica o autor perpassa também por outras obras do escritor alemão. A análise tem como base filosófica central a Teoria estética de Theodor Adorno. Os principais conceitos abordados nesse trabalho são a mímesis, a subjetividade e a ideia de história natural. Outros conceitos como ensaio, constelação, montagem e modelo também são mobilizados para a compreensão do objeto de tese. Objetiva-se compreender uma determinada estrutura de linguagem hegemônica no mundo ocidental, a partir desta obra singular, cujo início foi escrito em 1910 e publicada finalmente no ano de 1954. O trabalho foi estruturado em três eixos de análise: um sobre a expressão e a linguagem das Confissões, outro sobre o sujeito narrador e impostor que confessa e, por fim, a análise de uma cena, buscando a singularidade como expressão crítica e dialética.

The purpose of this sequential mixed-methods study was to explore the feelings, thoughts, critical incidents, and coping mechanisms of female high school principals and their experiences with the impostor phenomenon. A hierarchical multiple regression revealed that none of the demographic factors such as number of years as a head high school principal, age, percentage of female high school principals in the district, race/ethnicity, marital status, mentorship status, and community type, were statistically significant predictors of the varying levels of the impostor phenomenon. Eighteen female principals who represented an array of backgrounds and impostor phenomenon experiences were subsequently interviewed. The interviews were evaluated using interpretative phenomenological analysis. Seven themes, including several subthemes, emerged from the data. The themes were (1) childhood socialization, including the subthemes of gender roles, familial support, and early experiences of exclusion; (2) transitional uncertainty, including hiring self-doubt, school politics, and pressure to turn around a school; (3) the principalship, including relational leadership, constant pressure, and loneliness of the position; (4) critical incidents of the impostor phenomenon, including the subthemes of lack of experience, external criticism, and self-doubt; (5) gender issues, including a male dominated position, emotional capacity, and physical appearance, (6) coping strategies for the impostor phenomenon, including mentorship and peer support, family support, and self-talk; and (7) combating the impostor phenomenon, including proven success, dismissing criticism through confidence, overcoming controversy and religion or spirituality. The results of this study suggest that mentorship, role models, familial support, and developing self-confidence can help alleviate the negative effects of the impostor phenomenon. It is recommended that educational leadership preparation programs educate students about the impostor phenomenon in an effort to normalize how they view themselves at various transitional phases of their career while offering supports to help them combat potential feelings of self-doubt that may arise as they progress through their careers.

No description available.

The purpose of this study was to investigate online social comparison and impostor phenomenon (IP) in undergraduate music education students. I employed a sequential explanatory mixed models design to explore the extent to which music education students experienced IP, used Facebook, and engaged in social comparison on Facebook. I explored participants' perceptions of how they engaged in online social comparison in the context of their professional lives. In Phase 1, I surveyed participants to measure impostor phenomenon, Facebook intensity, and Facebook social comparison. Analysis of the descriptive data revealed that 77.8% of participants experienced frequent to intense IP symptoms. Facebook social comparison emerged as the only significant predictor of IP in participants accounting for 13.3% of the variance in CIPS scores. In Phase 2, I conducted focus groups to investigate participants' perceptions of how they engaged in online social comparison as related to their professional identity. The themes that emerged from the qualitative data included: (a) comparing to peers online, (b) using Facebook for professional purposes, (c) psychological effects of online comparison, and (d) withdrawing from social media to avoid adverse effects. Lastly, I integrated the quantitative and qualitative data to expound upon and confirm findings in each phase. The results indicated that as participants progressed through their music education degree program, they used Facebook more frequently in each subsequent year, leading to increased social comparison and IP.