Date of Conferral

2022

Degree

Doctor of Social Work (DSW)

School

Social Work

Advisor

Kenneth Larimore

Abstract

AbstractThis qualitative study involved exploring the relationship between imposter syndrome in post-secondary faculty and their twice exceptional (2e) childhood experiences. 2e is defined as students who are identified as academically gifted but also have a disability. Lack of accurate identification and accommodations for 2e students can lead to long-lasting mental health struggles, underperformance in academic environments, and low self-esteem. As 2e individuals become professionals, identity developed in grade school may contribute to feelings of imposter syndrome, causing significant performance and mental health struggles. Erikson’s psychosocial identity theory was used as a theoretical framework to understand how these experiences impact identity development in stages four, five, and seven of psychosocial development. This study involved interviewing six faculty from a large state university in the Midwest who self-identified as 2e and had experienced imposter syndrome. Using semi-structured interview questions, participants were asked about their 2e childhood classroom and imposter syndrome experiences and how those two variables may be connected. After transcribing and coding data using NVivo, five themes emerged: a) Because I was gifted…, b) external interactions which become inner monologues, c) accommodating for my environment, d) imposter syndrome overriding objective success and e) imposter syndrome beginning in grade school. Clinical social workers working with 2e students and professionals with imposter syndrome can use this information for positive social change by working to identify where change is needed involving policy and strategies to reduce negative 2e struggles and imposter syndrome among higher education professionals.

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