Between Belief and Belonging: Exploring Impostor Phenomenon Among Online Doctoral Students
Presented by:
Teresa Outlaw, University of North Carolina at Chapel Hill
Keywords:
Impostor Phenomenon, Online Learning, Validation
Hear it from the author:
Transcript:
Hello, and thank you for stopping by my poster. I'm Dr. Teresa Outlaw from the University of North Carolina at Chapel Hill.
This study began with a question many educators have asked:
Why do two learners experience the same classroom so differently?
As I interviewed first-year online doctoral students, I expected confidence to develop primarily through successful experiences. Instead, participants consistently described how they interpreted feedback, challenge, validation, and relationships with faculty and peers. Those interpretations shaped the conclusions they drew about themselves, their competence, and whether they belonged.
That pattern led me to develop what I call the Interpretation Process framework, illustrated in the center of this poster. The framework suggests that educational experiences do not automatically produce confidence, belonging, or persistence. Rather, learners develop through the meanings they construct from those experiences.
Although this study focused on online doctoral students, I believe the findings have broader implications for teaching and learning. I invite you to explore the participant stories, the framework, and the practical teaching implications, and I'd be delighted to discuss how these ideas might apply in your own educational setting.
Key Statement:
Reimagine online doctoral learning through relationships and practices that foster validation, belonging, and scholarly confidence while helping students navigate impostor experiences.
Abstract:
This digital poster examines how impostor experiences, self-efficacy, validation, and belonging interact to shape confidence and persistence among online doctoral students. Grounded in Bandura’s Self-Efficacy Theory and Rendón’s Validation Theory, the presentation highlights how validation, belonging, and engagement shape how students interpret challenge, self-doubt, and academic success in virtual learning environments. Viewers will gain insights into practical approaches—such as mentoring, feedback, and peer affirmation—that help students recognize their capabilities and sustain confidence. The poster invites reflection on how validation, belonging, and engagement can strengthen doctoral learning communities and support learner persistence and development.
Outcomes:
1. Understand how impostor phenomenon influences confidence, belonging, and persistence among online doctoral students.
2. Recognize the role of self-efficacy and validation in shaping positive academic identities in virtual learning environments.
3. Gain insights into strategies that promote validation, belonging, engagement, and confidence in online doctoral education.
References:
Bravata, D.M., Watts, S.A., Watts, S. A., Keefer, A. L., Madhusudhan, D. K., Taylor, K. T., Clark, D. M., Nelson, R.S., Cokley, K.O., & Hagg, H. K. (2020). Prevalence, predictors, and treatment of impostor syndrome: A systematic review. Journal of General Internal Medicine, 35, 1252-1275.
Clance, P. R. (1985). The impostor phenomenon: Overcoming the fear that haunts your success. Peachtree Publishers, Ltd.
Fraenza, C., & Rye, T. (2021). Supporting the social integration of online doctoral students through peer mentoring. Learning Assistance Review, 26(1), 133-161.