College, for first-generation students, means a chance to make a better life for themselves, to be independent and to have a brighter future. For students who are the first in their families to go to college, it can be tough. Instead of feeling good about what they have achieved, many of these students wonder if they are truly cut out for college. Studies have shown that these students often feel unsure of themselves, and they feel like they do not belong. (Stephens, Hamedani, & Destin, 2014). Many of these students have to work while they are studying to help their families and deal with a lot of pressure(Engle & Tinto, 2008). This article examines impostor syndrome among first-generation college students, their experiences, contributing factors, and possible institutional support strategies.
Defining the Impostor Phenomenon
The Impostor phenomenon was first talked about by psychologists Pauline Clance and Suzanne Imes in 1978. They said that impostor phenomenon is when people who do well cannot believe they are good and are always scared that others will find out they are not as good as they seem. Impostor syndrome has some signs:
- They doubt themselves even when they do a job correctly.
- They think they are successful only because of luck
- They are scared of failing or being found out as not being as smart as they seem.
Although impostor syndrome can affect many individuals, research suggests that it is particularly common among students from marginalised or underrepresented backgrounds (Peteet, Brown, Lige, & Lanaway, 2015).
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The First-Generation College Student Experience
First-generation college students make up a part of university populations all around the world. Just because they get into college does not mean they have the same experiences as everyone else. First-generation college students have to figure out college on their own. They do not have the knowledge and behaviours that help people succeed in college. For example, students who have parents who went to college can ask them for help with things like picking classes or talking to professors. First-generation college students have to learn all of this by trying and making mistakes.
They might feel like they are not good enough. Studies have shown that first-generation college students feel like impostors more often than other students, especially when they first start college(Gardner & Holley, 2011). When they see students who seem confident and prepared, first-generation college students might think that they do not deserve to be in college.
Read More: Academic Pressure on Higher Studies and Its Impact on Students’ Mental Health
Cultural Factors Contributing to Impostor Syndrome
1. Sense of Belonging and Identity Conflict
Many students have to balance who they are at home with the culture of the university. Researchers, like Stephens, Hamedani and Destin, have studied this problem. They call it a mismatch. This mismatch can make students think they have to change who they are to do well in college. When students feel like they don’t belong at the university, they might start to feel like impostors. ( Stephens, Hamedani and Destin,2014)
2. Representation and Visibility
A lack of people like them among teachers, leaders or classmates can make students feel like impostors. Seeing people like themselves succeed is important, not for finding role models but also for feeling like they belong. (Peteet et al., 2015). Mentors who have gone through similar situations can help students see that struggles are a normal part of learning, not a sign of not being good enough.
Read More: Perfectionism, Overplanning & Imposter Syndrome: Causes, Effects, and How to Overcome Self-Doubt
3. Family Expectations and Social Mobility
For a lot of students who’re the first in their families to go to college, going to college is a big deal for their families. The college students may feel like they have to make their family’s life or be a good example for their younger brothers and sisters. These thoughts can be helpful and make them want to work hard, but they can also make the students feel really stressed out. When the students do not do well in college, they may feel like they are not only letting themselves down but also their family. This can make the college students think things like college is not for them or they do not deserve to be in college or if they fail they will prove to everyone that they were not supposed to be in college, in the place (Covarrubias, Romero, & Trivelli, 2015).
Socioeconomic Factors
1. Financial Stress
First-generation students often have to deal with money problems. A lot of these students have to work part-time or full-time jobs to support themselves or their families while they are in college. Some studies have found that when first-generation students worry about money, they get more stressed out. They do not feel as confident about their college work. Financial stress can negatively affect students’ academic confidence and persistence in college (Engle & Tinto, 2008).
Read More: The Impact of Financial Stress on Anxiety Levels Among Young Adults
2. Limited Academic Preparation
Students from schools that do not have a lot of resources may go to college with experience in academics, or they may not have taken advanced classes. When students who are the first in their family to go to college take time when they get a lot of hard homework, or they do not know how to do research. They may think that they should not be in college and that the college made a mistake by accepting them(Gardner & Holley, 2011).
3. Lack of Informal Academic Guidance
Students who have family members who went to college usually know about internship and job opportunities because their family tells them. First-generation students, on the other hand, may not find out about these things until later. When they do find out, they might feel like they are not good enough. Higher education is full of surprises, and first-generation students have to figure things out on their own(Collier and Morgan, 2008).
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Psychological and Academic Consequences
The impostor syndrome problem goes way beyond how people think of themselves. When people feel like impostors all the time, it can hurt how well they do in school, their health and how their career goes. (Peteet et al., 2015) People who study this have found that impostor syndrome is connected to:
- Feeling anxious and sad
- Not thinking they can do well
- Not wanting to ask for help when they need it
- Staying away from chances to be a leader or compete with others
Institutional Support Strategies
Universities are important for helping students who’re the first in their families to go to college and are struggling with feeling like they do not belong. Universities can make a difference for first-generation students by helping them with impostor syndrome.
1. First-Generation Student Programs
Dedicated first-generation initiatives give students structured support. This support comes from orientation programs and mentoring networks. Students also get to attend workshops. (Engle & Tinto, 2008). These programs teach students the things that they do not always tell you about when you start at a college or university. This is sometimes called the ” curriculum” of higher education. First-generation initiatives like peer mentoring, in which new students get to talk to students who have been in their shoes. These students have already figured out how to deal with the kinds of challenges that the new students are facing.
2. Faculty and Inclusive Teaching
Faculty members play a role in making students feel like they belong. Training programs can help teachers to understand the struggles of first-generation students, which can lead to inclusive teaching methods. (Stephens et al., 2014).
3. Mentorship and Role Models
Mentorship programs connect students with teachers, alumni or professionals who have similar backgrounds. This can help students feel less like they don’t belong. Mentors help students understand that setbacks are a part of learning and growing. (Collier & Morgan, 2008).
Read More: How Mentorship and Supervision Foster Professional Growth in Psychology
4. Mental Health and Counselling Services
Counselling centres can have workshops, group discussions and one-on-one therapy to help students with impostor syndrome. This can help students with impostor syndrome to think about things differently. (Peteet et al., 2015). Institutions can create places where students feel comfortable talking about what they’re going through. This can help students with impostor syndrome not to feel alone. This way, students with impostor syndrome can talk openly about their experiences with impostor syndrome.
5. Financial and Academic Resources
Universities can do a lot to help first-generation students by giving them scholarships, emergency grants and paying them to work on research projects. (Engle & Tinto, 2008). Universities can give first-generation students access to support services. These academic support services include things like tutoring centres and writing labs, and study skill workshops. All these things help first-generation students feel more confident about what they can do.
Conclusion
Impostor syndrome in first-generation college students isn’t about personal doubts. The feelings of not being good enough often come from not fitting in culturally, struggling with money, not having help with academics and being one of the few from their background in college. To fix this, colleges need to make some changes. They should make sure everyone feels welcomed and supported. This means giving first-generation students the help and guidance they need.
When colleges make students feel like they belong and are supported, it can turn feelings of doubt into confidence and strength. When first-generation students start to see their achievements as real, they do well and also bring new and valuable ideas to the college community.
References +
Clance, P. R., & Imes, S. A. (1978). The impostor phenomenon in high-achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247. https://doi.org/10.1037/h0086006
Collier, P. J., & Morgan, D. L. (2008). “Is that paper really due today?” Differences in first-generation and traditional college students’ understandings of faculty expectations. Higher Education, 55(4), 425–446. https://doi.org/10.1007/s10734-007-9065-5
Covarrubias, R., Romero, A., & Trivelli, M. (2015). Family achievement guilt and psychological well-being of college students. Journal of Child and Family Studies, 24(7), 2031–2037. https://doi.org/10.1007/s10826-014-0003-8
Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Pell Institute for the Study of Opportunity in Higher Education.
Gardner, S. K., & Holley, K. A. (2011). “Those invisible barriers are real”: The progression of first-generation students through doctoral education. Equity & Excellence in Education, 44(1), 77–92. https://doi.org/10.1080/10665684.2011.529791
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Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25(4), 943–953. https://doi.org/10.1177/0956797613518349
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Cokley, K., McClain, S., Enciso, A., & Martinez, M. (2013). An examination of the impact of minority status stress and impostor feelings on the mental health of diverse ethnic minority college students. Journal of Multicultural Counselling and Development, 41(2), 82–95. https://doi.org/10.1002/j.2161-1912.2013.00029.x
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