Impostor Phenomenon and School Belonging of First-Year College Students in an Educational Opportunity Program
Abstract
There is limited research on the relationship between the Impostor Phenomenon (IP) and School Belongingness (SB) of college students in an Educational Opportunity Program (EOP). The present study examined the extent to which first-year college students in an educational opportunity program experience the impostor phenomenon and school belongingness. Using the Clance Impostor Phenomenon Scale and the Institutional Integration Scale, this study recruited 481 participants to investigate if a relationship exists between the impostor phenomenon and school belongingness. The study found that 58% of these first year EOP students reported high or intensely high levels of IP. Further, greater IP was associated with feelings of less school belongingness. Recommendations for future research were discussed.
Subject Area
Psychology|Higher education|Educational psychology|Educational leadership
Recommended Citation
Kennedy, Zomorah, "Impostor Phenomenon and School Belonging of First-Year College Students in an Educational Opportunity Program" (2024). ETD Collection for Fordham University. AAI31293956.
https://research.library.fordham.edu/dissertations/AAI31293956
