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:
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.