{"id":1847,"date":"2025-09-20T11:45:29","date_gmt":"2025-09-20T15:45:29","guid":{"rendered":"https:\/\/openlab.bmcc.cuny.edu\/inquirer\/?p=1847"},"modified":"2025-09-25T10:35:08","modified_gmt":"2025-09-25T14:35:08","slug":"imposter-syndrome-among-community-college-students","status":"publish","type":"post","link":"https:\/\/openlab.bmcc.cuny.edu\/inquirer\/2025\/09\/20\/imposter-syndrome-among-community-college-students\/","title":{"rendered":"Imposter Syndrome Among Community College Students"},"content":{"rendered":"
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Photo from Salud America<\/figcaption><\/figure>\n

Hardaye Sharie R. Hansen and Michael J. McGee, Health Studies<\/h3>\n

Introduction<\/h2>\n

Research has consistently shown that students\u2019 sense of belonging in the school community contributes to their academic success (Lozano, 2023; Pedler, et al., 2022; Strayhorn, 2023).\u00a0 Many of us have witnessed the difference that feeling of inclusion can make in our classrooms, and in the cohort programs that foster connection among students, advisors, and faculty.\u00a0 Instructors may employ a variety of strategies to support that sense of belonging in our teaching, but there is often a fundamental issue that can impede student achievement.\u00a0 Imposter syndrome is an internalized experience in which individuals believe they are inferior or undeserving of their success, despite evidence of their competence or achievement. These individuals live in fear of being \u201cfound out\u201d and often attribute accomplishments to luck, circumstances, or the instructor\u2019s beneficence rather than the student\u2019s ability. While the term was initially coined in the 1970s to describe high-achieving women in professional settings, it has since become evident that imposter syndrome is not exclusive to any one gender or field. In recent years, it has been increasingly observed in academic settings, particularly among students in higher education.<\/p>\n

Community college students, who often contend with unique structural, personal, and socioeconomic challenges, are especially susceptible to imposter syndrome. Schools like BMCC serve a diverse population, including many non-traditional, low-income, and first-generation students. While community colleges are designed to offer accessible and affordable education, students may still face intense internal and external pressures that challenge their self-worth and academic identity. This paper explores the complex causes of imposter syndrome in community college settings, its impact on student well-being and achievement, and how targeted support systems can help students navigate and overcome these barriers.<\/p>\n

Imposter Syndrome and the Student Experience<\/h2>\n

Imposter syndrome significantly interferes with a student’s ability to develop academic confidence. Despite earning high grades, receiving praise, or successfully completing challenging coursework, students affected by this phenomenon often dismiss their accomplishments, and fear being \u201cexposed\u201d as incompetent. According to P\u00e1kozdy et al. (2024), imposter syndrome is closely linked to perfectionism, low self-efficacy, and poor mental well-being. These underlying factors diminish students\u2019 academic confidence and hinder their persistence in college, leading to high stress, reduced engagement, and even withdrawal.<\/p>\n

The problem can be magnified by additional burdens like financial instability, lack of family support, and competing work and caregiving responsibilities. These external stressors can exacerbate internal feelings of inadequacy. The academic journey for many of our students is not linear; interruptions due to work, health, or family responsibilities are common. When traditional success narratives of majority culture do not match their own experiences, students may internalize the belief that they are unworthy of academic success.\u00a0 The external stressors are often most pronounced among those marginalized students where the social determinants of health diminish their welfare.\u00a0 Social determinants of health (SDOH) are the non-medical conditions that shape our health and well-being. They include the environments and circumstances where people are born, live, learn, work, play, worship, and grow older\u2014and these conditions influence everything from disease risk to overall quality of life. Common examples of SDOH include economic stability, safe, affordable housing and consistent access to nutritious food, availability and accessibility of medical care, the quality of the built environment (parks, sidewalks, air and water quality), and social support and community connections.<\/p>\n

The SDOH don\u2019t arise in isolation, of course, but are the result of broader social and structural forces\u2014like government policies, economic systems, and institutional racism\u2014that advantage some groups while disadvantaging others.\u00a0 They operate at the community or population level, reflecting the laws, infrastructure, and cultural norms that either promote health equity or create persistent barriers to good health.\u00a0 For many of our students, the SDOH contribute to their lived experience of being marginalized and not part of the success culture that realizes the \u201cAmerican dream.\u201d\u00a0 For them, succeeding in college may be<\/em> a dream, and the reality of learning something meaningful and getting good grades may be psychologically relegated to fantasy and the feeling of being a fraud.<\/p>\n

Le (2021) found that first-generation college students\u2014many of whom attend community colleges\u2014report a lower sense of belonging, which correlates with higher rates of depression, anxiety, and academic disengagement. A lack of role models in academia and minimal familial understanding of the college experience contribute to the sense that these students do not belong in higher education, a hallmark symptom of imposter syndrome.<\/p>\n

As with most urban community colleges, students at BMCC come from diverse backgrounds, with 43 percent of students of Hispanic descent, 26 percent of African descent, and 11 percent of Asian heritage (BMCC, n.d.).\u00a0 When considering the etiology of imposter syndrome, it is critical to consider not only the individual circumstances of the student, but the structural oppression that has had an impact on their identity.\u00a0 Research has identified both structural inequities linked to imposter syndrome and the outcomes that result from experiencing it, with particular attention to the experiences of racially minoritized students (Bernard, 2024; Due\u00f1as, 2021) and first-generation students (Inman & Mayes, 1999; Martinez et al., 2009).<\/p>\n

Psychological and Institutional Factors<\/h2>\n

Imposter syndrome in community college students is deeply rooted in both psychological and institutional factors. Psychologically, many students harbor deeply ingrained beliefs that their intelligence or capabilities are inferior to those of their peers. This belief may be reinforced by past academic experiences, systemic inequities, or even negative stereotypes about community colleges themselves.\u00a0 As Wright-Mair and colleagues (2023) state, \u201cimposter syndrome among college students manifests as a struggle between students\u2019 internalized deficit self-perceptions and deficit perceptions held by those around them\u201d (p. 727).<\/p>\n

Culturally, the stigmatization of community college as a \u201clesser\u201d option compared to four-year institutions can erode student morale. Despite the vital role community colleges play in expanding access to education, students may internalize the societal message that their academic paths are second-rate. As a result, they may question the legitimacy of their educational achievements and feel the need to overcompensate, only reinforcing the imposter cycle.<\/p>\n

The Role of Perfectionism and Self-Efficacy<\/h2>\n

Perfectionism is a key driver of imposter syndrome, particularly among high-achieving students. Community college students who struggle with perfectionism often set unrealistically high standards for themselves, and when they fall short, they interpret it as proof of inadequacy. Even when they succeed, they may discount their performance as a fluke. According to Holden et al. (2021), perfectionism exists in three dimensions: personal standards, expectations of others, and social pressures. Each can independently or collectively fuel feelings of imposture.<\/p>\n

Compounding this is the issue of self-efficacy\u2014one\u2019s belief in their ability to succeed. When students lack confidence in their skills or decision-making, they are more likely to attribute successes to luck rather than ability. The fear of failure, known as atychiphobia, further fuels this dynamic, creating a cycle where students overwork themselves, burn out, and then question whether their efforts are sustainable or even meaningful (Huecker, 2023).<\/p>\n

This cycle\u2014often referred to as the “imposter cycle”\u2014can be debilitating. Students procrastinate due to anxiety and fear of failure, then cram or overprepare, succeed despite the stress, and interpret the outcome as undeserved. This reinforces the belief that they must work twice as hard as everyone else to prove themselves\u2014an unsustainable and mentally exhausting pattern.<\/p>\n

Marginalized Identities and Heightened Risk<\/h2>\n

Students from underrepresented backgrounds\u2014including women, students of color, and first-generation college students\u2014are disproportionately affected by imposter syndrome. These students often grapple with systemic barriers that extend beyond the classroom, including racism, sexism, financial insecurity, and lack of representation in academia.<\/p>\n

Nelson and Muse (2025) emphasize that many of these students also hold multiple responsibilities outside of school\u2014working full-time, supporting families, or dealing with immigration or language barriers. These external responsibilities can lead to increased fatigue and diminished academic focus, further eroding self-esteem and reinforcing feelings of not belonging. The idea that one must \u201cprove\u201d their worth in spaces not designed with them in mind compounds their sense of inadequacy.<\/p>\n

For women, the issue is often worsened by societal expectations and gender roles. Holden et al. (2021) found that 78.9% of female students working full- or part-time reported symptoms of imposter syndrome. These students often experience pressure to succeed academically while managing family and work obligations\u2014roles that are emotionally and physically taxing. Additionally, women are underrepresented in many academic disciplines such as STEM, where the lack of mentors and peer support can create isolating experiences.<\/p>\n

For racial and ethnic minority students, particularly Black, Latinx, and Asian American students, imposter syndrome is often entangled with racialized academic experiences. Le (2021) found that students from immigrant and minority backgrounds are significantly less likely to access mental health resources due to stigma, distrust, or lack of availability. Without adequate support, these students are more likely to internalize academic struggles as personal failings rather than systemic shortcomings.<\/p>\n

Academic Culture and Competitive Pressures<\/h2>\n

In addition to identity-based barriers, the structure and culture of academia often promote competition over collaboration. Students are frequently encouraged to compare grades, achievements, and academic pathways. Nelson and Muse (2025) argue that this culture fosters insecurity, especially among students who already feel they do not measure up. This is particularly true in highly competitive fields like engineering, medicine, or computer science, where the pressure to excel is intense and often relentless.<\/p>\n

Community college students in these fields may feel as though they are starting from behind due to limited access to research opportunities, internships, or faculty mentorship. When students perceive themselves as behind their peers at four-year institutions, they may question their place in their chosen field entirely. Even if they perform well, they may feel they are \u201cfaking it\u201d or simply lucky.<\/p>\n

Pathways to Support and Coping Strategies<\/h2>\n

Despite its challenges, imposter syndrome can be addressed through targeted interventions and a supportive academic culture. Research shows that when students feel connected, validated, and supported, they are more likely to succeed academically and emotionally. Nelson and Muse (2025) recommend peer mentorship programs, structured academic advising, and faculty training on inclusive practices to foster belonging.<\/p>\n

Community colleges can also implement institutional strategies that normalize vulnerability and failure as part of the learning process. Workshops on growth mindset, counseling services, and student-led support groups can offer safe spaces for students to share experiences and reduce stigma. When students realize they are not alone in their struggles, the power of imposter syndrome begins to wane.<\/p>\n

Therapeutic options such as cognitive behavioral therapy (CBT), psychotherapy, and resilience training have also shown promise. Huecker (2023) notes that addressing imposter syndrome on a case-by-case basis, with tailored interventions, is often the most effective approach. On-campus counseling centers, writing labs, and learning communities that emphasize collaboration over competition can help students reframe their academic experiences and build lasting self-confidence. At BMCC, the Counseling Center and the Learning Resource Center are prime examples of these kinds of resources that support student success that can be owned and internalized.<\/p>\n

Helping students to recognize themselves as belonging to BMCC can go a long way to relieving imposter syndrome.\u00a0 The variety of heritage month celebrations support students of various races and ethnicities, the cohort programs that foster community among students, specific programs like Conexiones & Connections, the Urban Male Leadership Academy (UMLA), the Asian American and Pacific Islander (AANAPISI) Bridge Initiative, mentoring programs, athletic teams, and student clubs and activities all contribute to building community among students.\u00a0 With those connections students may be better able to feel authentic and present in their college experience, and less like an imposter.\u00a0 We can support our students by making them aware of all these resources and encouraging their participation in them.<\/p>\n

Conclusion<\/h2>\n

Imposter syndrome among community college students is a complex and multifaceted issue rooted in psychological, social, and institutional challenges. As students juggle academics with personal responsibilities and navigate identity-based barriers, many struggle with persistent feelings of self-doubt and inadequacy. Left unaddressed, these feelings can lead to academic disengagement, mental health deterioration, and even dropout.<\/p>\n

However, by fostering environments of support, inclusivity, and validation, community colleges have the potential to combat imposter syndrome at its roots. Institutional initiatives, mentorship opportunities, and mental health resources are not just beneficial\u2014they are essential. Supporting students in recognizing their own worth and capabilities is key to promoting not only academic achievement but lifelong self-efficacy and empowerment.<\/p>\n

References<\/h2>\n