A Sequential Explanatory Mixed-Method Study of the Impostor Phenomenon Experiences of First-Generation Students of Color at a Predominately White Institution

Autor/in	Blackmon, Willie James, Jr.
Titel	A Sequential Explanatory Mixed-Method Study of the Impostor Phenomenon Experiences of First-Generation Students of Color at a Predominately White Institution
Quelle	(2018), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Drexel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-3279-3
Schlagwörter	Hochschulschrift; Dissertation; First Generation College Students; Minority Group Students; Institutional Characteristics; Student Experience; Self Concept; Coping; College Environment; Cultural Capital; Social Capital + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienerfahrung; Selbstkonzept; Bewältigung; Hochschulumwelt; Sozialkapital
Abstract	First-generation students of color (FGSoC) experience the impostor phenomenon at predominately White institutions (PWIs) and lack the support that is needed in order to effectively navigate the realm of higher education. Continuing feelings of self-doubt, fear of being exposed, and feeling fraudulent illustrate the need for a support system for FGSoC to enable a network for success. Consideration of this issue is well illustrated in the literature. However, the impostor phenomenon is a somewhat unexamined barrier that is worthy of a platform to assist in the mobilization of FGSoC and the perceived lack of community this population faces in PWIs. Utilizing a sequential explanatory mixed-method, this research examined the experiences of FGSoC with impostor phenomenon at a PWI. The researcher sought to assess potential coping mechanisms of FGSoC and their ability to navigate the campus climate of PWIs by exploring cultural and social capital as it applied to their experiences. The questions posed in this study were: To what extent do first-generation students of color (FGSoC) experience the impostor phenomenon at predominantly White institutions (PWIs)? How do FGSoC describe their academic experiences with the impostor phenomenon? How do FGSoC describe their social experiences with the impostor phenomenon. Participants in this study identified a number of experiences during the one-on-one interviews. The findings revealed an instinctive need to learn how to navigate campus climate, rely on family, and control their internal dialogue. First-generation students of color also had to ask for help, addressing culture shock and battling survivor guilt. The participants' vulnerability and discernment led to the following conclusions. The FGSoC experienced inability to fully engulf themselves in a pre-existing culture, lack of empathy from faculty and staff at this PWI, comparing themselves to other students and relying on their overall fortitude. The recommendations that emerged from this study for senior level leadership were to implement a training around empathy and diversity for senior level leadership, mandate that all FGSoC attend summer transitions programs (Summer Bridge), and create a First-generational living learning community in the residence halls to promote a sense of community. The recommendations for FGSoC who have experienced the impostor phenomenon were to lead with a positive train of thought, seek out mentorship, and share positive or negative experiences with family. Participants in this study dropped their revealed their inner impostor by stating there was indeed a lack of support for FGSoC at this PWI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01