Research Notebook – Option #2

Research Question: How does Imposter Syndrome affect first-generation

American college students’ identities?

Sub Question: How do first-generation college students who identify with IP

experience occupation?

McCarthy, Karen, et al. "Imposter Phenomenon: The Occupational Experiences of

First-Generation College Students." Open Journal of Occupational Therapy, vol. 11, no.
2, spring 2023, pp. COV7+. Gale Academic OneFile,
link.gale.com/apps/doc/A748227490/AONE?u=mlin_n_gordon&sid=bookmark-
AONE&xid=311b3dbe. Accessed 1 Nov. 2023.

Collins explains intersectionality as something that provides insight in Collins makes an excellent point that
race, class, gender, sexuality, ethnicity, nation, ability, and age. social inequality is not polar. It is not
Intersectionality states that all these things do not operate individually, just a matter of which social class a
but rather they are all intertwined, and therefore social inequality is group is a part of, it involves so much
intertwined. (2) more. To enact change, one cannot just
address one of these categories, but all
of them.
FGCS experience a disconnect between the values that their families FGCS struggle with these intersecting
hold and their personal experience on campus. Typically, their identities while in school. They want to
backgrounds clash with the norms of the universities, and it leaves them hold on to their culture and beliefs, but
feeling more isolated and alienated while attending college. (2) also the culture shock of being in a new
environment. This cognitive dissonance
of establishing their beliefs versus ones
of their family causes them to isolate
out of indecisiveness and frustration
“A prominent factor of IP is that those experiencing this phenomenon Students who experience imposter
typically fear their peers will find out they are not equipped with the syndrome fail to recognize that their
necessary knowledge to be competent in an academic or professional peers are also struggling just like them.
setting” (Lane, 2015) (3) Everyone is adjusting to this new
chapter in their lives, but instead they
assume that others are superior to them
simply because of their background or
their identity. Parental influential also
results in low self-esteem due to such
high expectations. They don’t realize
that they are more intelligent than they
think.
Collectivism is a huge cultural aspect in minority groups. FGCS will This is an extremely crucial aspect of
usually prioritize their family, values, and culture before themselves. The IP, as I have experienced this myself.
collectivist ideology prioritizes the group over the self, and the student As children of immigrants, we are
will do what they can to honor their parents and their great desires, even pressured from a young age to do what
if it not what they individually want. (8) we can to honor our parents, since they
 traveled to this country in the hopes of
building a better life for their children.
This can wear down students to the
point where they don’t know if they are
living for their parents or for what
they/the Lord want(s) for their life.
Othering is the concept that actions, behaviors, and perceived judgement This can play a role in IP and the
of others results in minority groups feeling like outsiders if they are not feelings of anxiety and isolation for a
the dominating group. (11) FGCS. They may not feel like
traditional students cannot empathize
or understand where they are coming
from, and finding a community of
people like them would aid in feeling
less alone.
Socioeconomic status is another area of pressure on the student, where All of these are driving factors for
they feel that they are obligated to support themselves and their families. FGCS to succeed, and unfortunately,
There is also anxiety in not having high quality materials compared to they are not healthy motivators. No
other students who are financially comfortable. child should have to bear the burden of
supporting their family financially.

Sub Question:
1. Is there a difference in level of imposter syndrome reported by first-
generation college students versus continuing-generation college
students?
2. Is there a difference in level of stress reported by first-generation college
versus continuing-generation college students?
3. What is the nature of the relationship between levels of perfectionism
and imposter syndrome among first-generation and continuing
generation college students?
4. What is the nature of the relationship between stress and imposter
syndrome among first-generation and continuing generation college
students?
5. What is the nature of the relationship between level so perfectionism and
stress among first generation and continuing generation college
students?

Holden, C. L., Wright, L. E., Herring, A. M., & Sims, P. L.

(2021). Imposter Syndrome Among First- and Continuing-
Generation College Students: The Roles of Perfectionism
and Stress. Journal of College Student Retention: Research, Theory
&
Practice, 0(0). https://doi.org/10.1177/15210251211019379
There is no statistically significant difference in imposter
syndrome between first gen and second gen college
students
There is no statistically significant difference in stress
between first gen and second gen college students
There is a statistically significant difference between levels
of social perfectionism and imposter syndrome between
first gen and second gen college students
There is a statistically significant correlation between stress
and self-oriented perfection for second generation
students, but not first gen college students.
Correlations for stress and social perfectionism were
significant for first generation students and second gen,
but first gen was a greater number.
This could be since parents of second-generation
college students are extremely critical of their children
carrying the legacy that they established while at
college. This could lead to second gen college
students having low esteem and imposter syndrome.
This could be because second generation students
experience similar pressures to first generation
students from their parents. Second gen students
could also experience pressures to succeed, and
pressure to honor their parents.
Both groups had significant statistics, but first-
generation college students had a higher score
compared to second gen college students. Social
perfectionism is that others place a high and
unrealistic expectation. First gen college students tend
to make themselves far more inferior than they truly
are in social and academic settings, therefore they
develop a false perception of others.
Self-oriented perfection is placing high standards on
oneself. It is possible that second gen college students
put such high standards on themselves because they
want to be like their parents and carry on the success
that they brought forth. First gen college students
have self-oriented perfection as well, but it social
perfection is more prominent since they worry about
what others view them as and if they are making
others proud.
Typically second generation students are part of the
majority, such as white American/Caucasians.
Therefore they do not feel any worries of how they
are perceived in front of others. Second gen college
students are typically the ones who first gen college
students think are criticizing them and place high
standards on them.
 Works Cited

Holden, C. L., Wright, L. E., Herring, A. M., & Sims, P. L. (2021). Imposter Syndrome Among
First- and Continuing-Generation College Students: The Roles of Perfectionism and
Stress. Journal of College Student Retention: Research, Theory &
Practice, 0(0). https://doi.org/10.1177/15210251211019379

McCarthy, Karen, et al. "Imposter Phenomenon: The Occupational Experiences of First-Generation College
Students." Open Journal of Occupational Therapy, vol. 11, no. 2, spring 2023, pp. COV7+. Gale Academic
OneFile, link.gale.com/apps/doc/A748227490/AONE?u=mlin_n_gordon&sid=bookmark-
AONE&xid=311b3dbe. Accessed 1 Nov. 2023.