Imposter Syndrome Through a Cultural Lens

   Imposter syndrome can stem from societal and cultural pressure that stresses the importance of success and achievements. Coined by psychologists Pauline Rose Clance and Suzanne Imes in 1978, the concept of imposter syndrome, or imposter phenomenon, states that those with this experience often feel like a phony or imposter. They believe that they do not belong and that all their successes are achieved through luck and not skill. This can stem early on in childhood if family pressure was prevalent, and can increase in adulthood due to external factors from society and one’s cultural beliefs. 

   Cultural imposter syndrome can be characterized as a mixture of self-doubt with the fear that one will not be able to meet the standards of one’s own cultural and racial identity (Le, 2019). Asian Americans are often stereotyped as the model minority and are believed to be intelligent, diligent, and hard-working, and are seen to be free from any emotional or adaptive issues. Although these stereotypes are perceived to be positive, they place a great deal of pressure on Asian Americans to excel in work and school, which can lead to increased anxiety and distress. Researchers looking at the relationship between imposter syndrome and mental health among student populations have found it to be a predictor of mental health issues - it has been found to be positively correlated with anxiety, depression, psychological distress, and student stress (Le, 2019). 

   BIPOC are often underrepresented in academic and workplace environments in comparison to their white counterparts. For ethnic minorities, imposter syndrome is not just a voice inside their heads. In society, there are many messages that make it clear that certain groups do not belong. Microaggressions are often internalized so that feelings of otherness and lack of belonging are common in spaces that do not include people of color. This leads to self-doubt, fear of being exposed as a fraud, and an inability to internalize success when opportunities in these spaces arise (Ahmed et al., 2020).

Some tips on overcoming imposter syndrome:

• Create a list of your accomplishments and attributes to help remind you of your success
•  Practice positive self-talk and affirmations. This will help combat any negative cognitive distortions you may have about yourself
• Own your accomplishments rather than attributing them to other people. It’s important to recognize your skills and efforts
• Accept that it’s okay to make mistakes. Impostor syndrome and perfectionism often go hand in hand. Striving to be perfect is not only unrealistic, but it can also spur anxiety and exhaustion, and enhance the sense of being an impostor. Accept your failings, and understand that making mistakes is OK.
• Celebrate BIPOC achievements. There are numerous individuals who have defied both societal and cultural barriers in order to excel and succeed. It’s important to find someone who inspires and motivates you.
• Seek out support resources. This can include therapy, support groups, podcasts, books, and more. Some examples include: Minda Harts’ book, The Memo: What Women of Color Need to Know to Secure a Seat at the Table, which provides actionable advice for women who face workplace challenges ranging from unequal pay to microaggressions. Also, the podcast Balanced Black Girl offers insight into impostor syndrome, self-love, and personal reflection that can resonate with all audiences.

References:

• Ahmed A., Kaushal A., Cruz T., Kobuse Y., & Wang K. (2020). Why is there a higher rate of impostor syndrome among BIPOC?. International Socieconomics Laboratory, 1(2), 1-17. https://doi.org/10.5281/zenodo.4310477 
• Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247. https://doi.org/10.1037/h0086006 
• Le, L. (2019) Unpacking the imposter syndrome and mental health as a person of color first-generation college student within institutions of higher education. McNair Research Journal SJSU, 15(5). https://doi.org/10.31979/mrj.2019.1505