“What was the average on the exam? I just need to do above average.”
“How does she already have 100 hours of research?”
“I should probably join more clubs.”
These passing comments may sound familiar, as many college students likely find themselves comparing their achievements, GPA, and extracurriculars with other students. Often, these comparisons can lead students to question their worth and belonging at their institution. These feelings of self-doubt are characteristic of impostor syndrome, a psychological state in which individuals feel that what they have been awarded, won, or received is due to luck, rather than their own hard work (Feenstra et al., 2020). Many researchers have explored the causes of impostor syndrome and its impact on the lives of students and professionals, but the current consensus is that there are a multitude of factors that contribute to impostor syndrome and that each person suffering from the symptoms of impostor syndrome may be doing so for different reasons. Therefore, in order to fully understand how to help those who struggle with impostor syndrome, one must first aim to understand the multifaceted features of impostor syndrome.
Feenstra et al. discuss a social-behavioral outlook on impostor syndrome, analyzing the way societal structure and pressures can cause a person to develop impostor syndrome. According to their research, a person’s socioeconomic status may impact their feelings of impostor syndrome (Feenstra et al., 2020). For example, individuals from disadvantaged socioeconomic backgrounds, who have historically not been in positions of power, may be more likely to question their place in higher positions. Additionally, women, who have traditionally been cast in positions under men, have been shown to exhibit more signs of impostor syndrome when being placed in positions of power compared to men (Feenstra et al., 2020). This is important to consider when trying to implement policies to help students in schools and universities or professionals in the workplace, as impostor syndrome may be a harder battle to fight, depending on the gender or socioeconomic background of the person dealing with it.
When looking at impostor syndrome from a biological perspective, one of the key points that scientists have been looking into is how the human body’s natural response to stress contributes to impostor syndrome. Chrousos et al. suggest that impostor syndrome could be a remnant of a selected trait in our ancestors that allowed them to have a survival and reproductive advantage. Specifically, they explain how some researchers have suggested that anticipatory anxiety, which is derived from the primitive fight-or-flight response, contributes to impostor syndrome (Chrousos et al., 2020). Anticipatory anxiety, or the fear that bad things could happen in the future, is directly related to one of the major components of impostor syndrome, which is fear of failure in the future. Additionally, Chrousos et al. explain how a disparity between effort and reward can lead to chronic activation of the stress system. If there is consistent effort on the behalf of the individual without a clear feeling of reward, that discrepancy can cause stress to a person; this manifestation of stress is likely what happens to many of those who suffer from impostor syndrome. Interestingly enough, the hormones that are involved in the reward system, such as serotonin, oxytocin, and dopamine, are released less when the reward system is desensitized, which occurs when there is chronic stress (Chrousos et al., 2020). Impostor syndrome, which is accompanied by these long-term stress responses, can have negative consequences on a person’s health, just like chronic stress can. Therefore, it is particularly important to combat impostor syndrome in order to promote the wellbeing of students, employees, and others who are working in places where impostor syndrome is common. Students, particularly high schoolers and college students, suffer the brunt of the physiological consequences of impostor syndrome, as they become quickly accustomed to working in high-stress environments and may not notice or be able to alleviate the physical symptoms that accompany stress because their peers are working in similar environments and impostor syndrome has become normalized.
Impostor syndrome has many negative effects on the professional lives of individuals. These effects include a reduced commitment to work, less job satisfaction, decreased career planning, and a disinterest in leadership (Zanchetta et al., 2020). Research suggests that combating impostor syndrome in the workplace involves implementing a growth mindset, especially since a growth mindset helps establish better cognitive control, something that many of those struggling with impostor syndrome tend to lack (Zanchetta et al., 2020). A growth mindset can help these individuals understand their capabilities and reflect on how they can improve based on assessing their mistakes. A study conducted by Villwock et al. investigates burnout in medical school students and how impostor syndrome may have led to burnout. The study assesses various components of burnout, including depersonalization, personal accomplishment, emotional exhaustion, professional efficacy, exhaustion, and cynicism, and they found a significant correlation between elevated feelings of impostor syndrome and exhaustion, cynicism, emotional exhaustion, and depersonalization (Villwock et al., 2016). This suggests that what we call burnout in many professions could be correlated with symptoms of impostor syndrome and that we must consider impostor syndrome when thinking about how to combat burnout in the workplace.
It is thus evident that impostor syndrome continues to impact students and professionals to a certain capacity. This “syndrome” is built off of our inherent natural tendency to compare ourselves to others. By understanding more about impostor syndrome, one can hopefully become better equipped to deal with it when it strikes. Whether we choose to study it from a biological perspective or a societal perspective, understanding impostor syndrome is a solid first step in helping ourselves live the most fulfilling life possible.
About the Author
Suhanee Mitragotri is a sophomore at Harvard College concentrating in Neuroscience with a secondary in Global Health and Health Policy.
References
“How does she already have 100 hours of research?”
“I should probably join more clubs.”
These passing comments may sound familiar, as many college students likely find themselves comparing their achievements, GPA, and extracurriculars with other students. Often, these comparisons can lead students to question their worth and belonging at their institution. These feelings of self-doubt are characteristic of impostor syndrome, a psychological state in which individuals feel that what they have been awarded, won, or received is due to luck, rather than their own hard work (Feenstra et al., 2020). Many researchers have explored the causes of impostor syndrome and its impact on the lives of students and professionals, but the current consensus is that there are a multitude of factors that contribute to impostor syndrome and that each person suffering from the symptoms of impostor syndrome may be doing so for different reasons. Therefore, in order to fully understand how to help those who struggle with impostor syndrome, one must first aim to understand the multifaceted features of impostor syndrome.
Feenstra et al. discuss a social-behavioral outlook on impostor syndrome, analyzing the way societal structure and pressures can cause a person to develop impostor syndrome. According to their research, a person’s socioeconomic status may impact their feelings of impostor syndrome (Feenstra et al., 2020). For example, individuals from disadvantaged socioeconomic backgrounds, who have historically not been in positions of power, may be more likely to question their place in higher positions. Additionally, women, who have traditionally been cast in positions under men, have been shown to exhibit more signs of impostor syndrome when being placed in positions of power compared to men (Feenstra et al., 2020). This is important to consider when trying to implement policies to help students in schools and universities or professionals in the workplace, as impostor syndrome may be a harder battle to fight, depending on the gender or socioeconomic background of the person dealing with it.
When looking at impostor syndrome from a biological perspective, one of the key points that scientists have been looking into is how the human body’s natural response to stress contributes to impostor syndrome. Chrousos et al. suggest that impostor syndrome could be a remnant of a selected trait in our ancestors that allowed them to have a survival and reproductive advantage. Specifically, they explain how some researchers have suggested that anticipatory anxiety, which is derived from the primitive fight-or-flight response, contributes to impostor syndrome (Chrousos et al., 2020). Anticipatory anxiety, or the fear that bad things could happen in the future, is directly related to one of the major components of impostor syndrome, which is fear of failure in the future. Additionally, Chrousos et al. explain how a disparity between effort and reward can lead to chronic activation of the stress system. If there is consistent effort on the behalf of the individual without a clear feeling of reward, that discrepancy can cause stress to a person; this manifestation of stress is likely what happens to many of those who suffer from impostor syndrome. Interestingly enough, the hormones that are involved in the reward system, such as serotonin, oxytocin, and dopamine, are released less when the reward system is desensitized, which occurs when there is chronic stress (Chrousos et al., 2020). Impostor syndrome, which is accompanied by these long-term stress responses, can have negative consequences on a person’s health, just like chronic stress can. Therefore, it is particularly important to combat impostor syndrome in order to promote the wellbeing of students, employees, and others who are working in places where impostor syndrome is common. Students, particularly high schoolers and college students, suffer the brunt of the physiological consequences of impostor syndrome, as they become quickly accustomed to working in high-stress environments and may not notice or be able to alleviate the physical symptoms that accompany stress because their peers are working in similar environments and impostor syndrome has become normalized.
Impostor syndrome has many negative effects on the professional lives of individuals. These effects include a reduced commitment to work, less job satisfaction, decreased career planning, and a disinterest in leadership (Zanchetta et al., 2020). Research suggests that combating impostor syndrome in the workplace involves implementing a growth mindset, especially since a growth mindset helps establish better cognitive control, something that many of those struggling with impostor syndrome tend to lack (Zanchetta et al., 2020). A growth mindset can help these individuals understand their capabilities and reflect on how they can improve based on assessing their mistakes. A study conducted by Villwock et al. investigates burnout in medical school students and how impostor syndrome may have led to burnout. The study assesses various components of burnout, including depersonalization, personal accomplishment, emotional exhaustion, professional efficacy, exhaustion, and cynicism, and they found a significant correlation between elevated feelings of impostor syndrome and exhaustion, cynicism, emotional exhaustion, and depersonalization (Villwock et al., 2016). This suggests that what we call burnout in many professions could be correlated with symptoms of impostor syndrome and that we must consider impostor syndrome when thinking about how to combat burnout in the workplace.
It is thus evident that impostor syndrome continues to impact students and professionals to a certain capacity. This “syndrome” is built off of our inherent natural tendency to compare ourselves to others. By understanding more about impostor syndrome, one can hopefully become better equipped to deal with it when it strikes. Whether we choose to study it from a biological perspective or a societal perspective, understanding impostor syndrome is a solid first step in helping ourselves live the most fulfilling life possible.
About the Author
Suhanee Mitragotri is a sophomore at Harvard College concentrating in Neuroscience with a secondary in Global Health and Health Policy.
References
- Chrousos, G.P., Mentis, A.A., & Dardiotis, E. (2020). Focusing on the Neuro-Psycho-Biological and Evolutionary Underpinnings of the Impostor Syndrome. Frontiers in Psychology, 11. http://doi.org/10.3389/fpsyg.2020.01553
- Feenstra, S., Begeny, C.T., Ryan, M.K., Rink, F.A., Stoker, J.I., & Jordan. J. (2020). Contextualizing the Impostor “Syndrome”. Frontiers in Psychology, 11. http://doi.org/10.3389/fpsyg.2020.575024
- Villwock, J.A., Sobin, L.B., Koester, L.A., & Harris, T.M. (2016). Impostor syndrome and burnout among American medical students: a pilot study. International Journal of Medical Education, 7, 364-369. http://doi.org/10.5116/ijme.5801.eac4
- Zanchetta, M., Junker, S., Wolf, A., & Traut-Mattausch, E. (2020). “Overcoming the Fear That Haunts Your Success” - The Effectiveness of Interventions for Reducing the Impostor Phenomenon. (2020). Frontiers in Psychology, 11. http://doi.org/10.3389/fpsyg.2020.00405
