Imposter Syndrome Among HBCU Social Work Students

Overview: Hierarchical regression model of main effects of HBCU social work student characteristics, learning contexts, and racial identity status on Imposter Phenomenon (IP) symptoms. Models showed significant main effects of student race and first-generation student status on IP symptoms.Proposal text:

Background: First-generation college students (FGS) experience an increased risk of chronic feelings of inferiority and self-doubt as they transition from their educational environments into the workforce (Stephens et al., 2016). These chronic feelings could be attributed to Imposter Phenomenon (IP), more commonly referred to as imposter syndrome. Imposter Phenomenon is the inability to internalize achievement, resulting in intense feelings of anxiety and fear that their inferiority will be revealed (Clance & Imes, 1978). The Bureau of Labor Statistics (2020) predicts a 13% increased demand for social workers over the next decade; a demand complemented by a 51% growth in conferred BSW degrees (CSWE, 2017). Nearly 60% of Historically Black Colleges or University (HBCU) students are FGS (PNPI, 2019), placing them at an increased risk of negotiating IP symptoms related to their transition to the workforce. This study examined characteristics of HBCU social work and health science majors associated with IP symptoms.

Methods: Data was collected from a convenience sample of students enrolled in social work, rehabilitation counseling, and gerontology undergraduate programs at a Southeastern HBCU. Participants were asked to provide demographic information and complete the Clance IP Scale (Clance & Imes, 1978). A three-step hierarchical regression model was used to test the main effects of student characteristics (step-1), student learning contexts (step-2), and internalized student status (step-3) on IP scores.

Results: There were 62 students represented in the sample. The sample was primarily BIPOC students (91.9%), aged 18-29 (85.5%), living in an urban community (67.7%). Thirty-eight students (61.3%) were social work majors and twenty-six students (42%) identified as FGS, with over 50% of social work majors identifying as FGS (n=21). Fifty-three (85.5%) students reported IP scores in the moderate to intense range. The final model explained 32.4% shared variance explained and was statistically significant (R2=0.32; R2Δ=0.12; FΔ (2, 53)=4.83, p=.01). Student racial and ethnic identity (βBIPOC=0.31, t=2.62, p=0.01, CI: 4.37, 33.00) was a significant predictor if IP scores, indicating that IP scores are expected to be slightly higher for White students than BIPOC students. First-generation student status (βFGS =- 0.34, t=-2.78, p=0.008, CI: -19.63, -3.17) was a statistically significant predictor of IP scores, indicating that IP scores are expected to be higher for FGS than non-FGS status. Students’ majors (i.e., social work or other health science majors) was not a significant predictor in the model.

Conclusions and Implications: Findings suggest that student racial identity and FGS status are important factors to consider in HBCU social work programs. Findings yield three main implications for HBCU BSW programs in relation to their students and IP: 1) Identification of students’ FGS status could assist in provision of additional supports throughout their program experience to support success (Stephens et al., 2016); 2) BIPOC students may experience a protective effect afforded from the HBCU environment (Arroryo & Gasman, 2014), but should be monitored for IP symptoms; 3) Provision of resources to address IP symptoms in students could enhance feelings of confidence and self-efficacy as students transition into the workforce.