Imposter Syndrome in the Classroom

Anastasia Tsylina Williams, a Ph.D candidate in Slavic Studies writes about the signs, consequences, coping strategies, and some ways to mitigate imposter syndrome amongst students.

From the post:

Many faculty and students report experiencing Impostor Phenomenon, or feelings of self-doubt about their accomplishments and abilities, at some point in their academic careers. This sense of doubt can prevent people from fully participating in the teaching and learning experience and make them feel like they do not belong in a scholarly environment. At this moment, it is particularly important to examine Imposter Phenomenon, because it can exacerbate emotional exhaustion and burnout among instructors (Hutchins, Penney, & Sublett, 2017) and students (Villwock, Sobin, Koester, & Harris, 2016).

Williams advises teaching staff to be transparent about failures, even writing a “failure CV” amongst other strategies. This CV might include might “degree programs to which you were not accepted, position rejections, declined research funding, awards you did not win, rejected papers and proposals.” Some have found that it can be up to six times longer than your normal CV!

To read more, read the original post on the Tomorrow’s Professor newsletter: https://tomprof.stanford.edu/posting/1830

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