Chapter I

Introduction

Background of the Study

The term Impostor Phenomenon (IP) or Imposter Syndrome (Abrams, 2018) is

used to designate an internal experience of intellectual phoniness that appears to be

particularly intense and prevalent (Clance, 1978). The term was first identified in 1978 by

psychologists Pauline Rose Clance and Suzanne Imes, as they theorized that women were

most uniquely affected by the syndrome. Langford and Clance (1993) stated that those

who suffer from IP believed that they do not deserve their successes, and that their

accomplishments were not achieved through genuine ability, but as a means of being

fortuitous, having worked harder than others, or having manipulated other’s impressions.

They're convinced they're faking their way through their accomplishments, and one day,

be found out—exposed as the frauds they believe themselves to be (Rosenfeld, J., 2016).

Literatures show that IP on students create a ‘secret fear’ inside them (Qureshi et

al, 2017) - the fear that they are not adequately able to perform a delegated role due to

their lack of the skills and knowledge; as a result, IP is strongly associated with burnout

phenomenon, anxiety, depression, and thus has serious implications and impact on an

individual’s life. Therefore, when students feel their presence at university is fraudulent,

it is less likely that they will connect to the people around them and services that can help

them achieve their educational goals (Gibson, 2018).

Despite the presence of myriad researches about the Imposter Phenomenon, only

a few have been eyed on high school students (esp. senior high school students). Majority

1
focused on college students, college graduates, and professionals with higher degrees.

Due to a dearth of published studies about the IP in Senior High School students in the

Philippines, its impact on the said is largely unknown.

Now more than ever with mental distress at all-time high (Evans et al, 2018;

Affleck et al, 2018), it is necessary to consider the plausible presence of the Imposter

Syndrome on senior high school students. Thus, this qualitative research is designed to

determine whether the Impostor Phenomenon is manifested in the eleventh grade top-

performing, STEM (Science, Technology, Engineering, & Mathematics) students of De

La Salle John Bosco College. The general aim is to improve the understanding of the

Imposter Phenomenon whilst exploring its effects in senior high school students. A

phenomenological research design was used to explore the varying perspectives of the

participants, and the Clance Imposter Phenomenon Scale (CIPS) was utilized to test the

presence of the syndrome in the said students.

Statement of the Problem

The evolution of Imposter Phenomenon paved its way to more broad and various

studies. From raging symptoms to psychological constructs, it generates cerebral

indications with thorough extensive perspectives. The seminal research of IP suggests

clinical symptoms that encompass low self-esteem, introversion, helpless reactions,

feelings of unworthiness, shame, neuroticism, guilt about success, detachment, emotional

exhaustion, shame, perfectionism, and fear of failure (Bernard et. al, 2002). Based on

these constructs and the populations in which Imposter Phenomenon resides, IP is a

2
tentatively problematic approach that negatively impacts the over-all well-being of those

who suffered from its effects.

Affecting the mental health of a human person, IP also indubitably affect the

fundamental aspects an individual upholds. Job related performance and satisfaction are

prone to its exhibiting symptoms to setting unachievable goals that result in failure and

thus may engage to provoking sensual thoughts related to low self-esteem and harsh self-

criticism (Ross, Stewart, Mugge, & Fultz, 2001). In a vocational-career setting, poor

working conditions and subsequent burnout are more likely to cause out of these factors

(Kets de Vries, 2005). Furthermore, due to self-doubt and anxiety, these individuals

might not be capable in achieving their goals. When imposter feelings are intense, these

certain persons are more likely to turn down opportunities of advancement in their line of

work, thereby undermining their potential to attain and demonstrate success (O’Toole, et.

al, 1988).

Imposter Phenomenon can be a prevalent influence in the field of Senior High

School specialized in STEM (Science, Technology, Engineering and Mathematics)

strand. It is no doubt that in line with the recently K-12 Curriculum standards and core

competencies, IP could be a threat towards students who long for adequate achievements

and accomplishments. Furthermore, the presence of IP in students may undermine their

skills and potential for success. While research studies have identified the presence of IP

in collegiate students and helping professionals, no study has yet examined its influence

amongst students in the field of senior high school specifically in the integral strand of

STEM. For this reason, the researchers pose the following research questions as a starting

point:

3
 1. What would be their perceptions on the Imposter Syndrome upon having acquired

such? (only for students who have IP)

2. What contexts/situations may have influenced their experiences with the Imposter

Phenomenon? (e.g., family dynamics, transitional stage of life, high-achieving

characteristics)

3. What are the behaviors and patterns (Clance & Imes, 1978) that reinforce the

Imposter Phenomenon in students? (e.g., procrastination, meticulous preparations)

Purpose of the Study

The purpose of this research is to address the following in the eleventh grade top-

performing, STEM students of De La Salle John Bosco College:

1. To gather their perceptions upon knowing that they have the Imposter

Syndrome

2. To determine the contexts/situations that may have influenced their

experiences with the Imposter Phenomenon

3. To identify the behaviors and patterns (Clance &Imes, 1978) that reinforce the

Imposter Phenomenon in students

Conceptual & Theoretical Framework

In describing the experiences of STEM students in the DLSJBC-SHS department,

the Impostor Phenomenon is a fundamental theory (Muldrow, 2016) that contributes to

making meaning of their experiences. It was proposed by Dr. Pauline Clance and

4
Suzanne Imes in a journal known as the “Psychotherapy: Theory, Research, Practice &

Training,” which strives to foster interactions among training, practice, theory, and

research that are in relation to psychotherapy (despite it not being a mental disorder).

This theory highlights on the presence of individuals who doubt their accomplishments

and have a persistent internalized fear of being exposed as a "fraud".

Based on Clance and Imes’s (1985) theoretical framework model, a theoretical

and conceptual framework for the Imposter Phenomenon has emerged. This (Figure 1)

framework attempts to describe the general development of IP in the top-performing,

STEM students of DLSJBC.

Clance and Imes (1985) described the Imposter Phenomenon as a cycle that starts

when an achievement-related task, such as school work or vocational task is assigned.

Individuals with trait impostor fears are bothered by anxiety-related symptoms (e.g.,

Chrisman et al., 1995; Clance & Imes, 1978; Thompson et al., 2000). They may react to

this anxiety either by extreme over-preparation, or initial procrastination followed by

frenzied preparation (Thompson et al., 2000). Following task completion, there is an

initial sense of relief and accomplishment, but those good feelings do not persist.

Although Impostors may receive positive feedback about their successful

accomplishment of the task, Impostors deny their success is related to their own ability.

They reject positive messages about their personal contribution because those messages

are incongruent with their perception of their mechanics of success (Casselman, 1991). If

Impostors have over-prepared, they believe that their success is due to hard work. Those

who initially procrastinate, likely attribute their success to luck. Impostors also hold fixed

beliefs that accomplishment through hard work does not reflect true or real ability

5
(Clance, 1985). The combination of the antecedents of IP (family dynamics, transitional

stage of life, and “high-achieving” individual) and their perceptions of the key

contribution of effort or luck influencing their success on a particular task reinforces the

Impostor Cycle. When facing a new achievement-related task, self-doubt creates a high

level of anxiety, and the Impostor Cycle is repeated. However, not all people experience

each step in the diagram. Neither do all people experience the same degree of each

characteristic (Muldrow, 2016).

Achievement related Anxiety

tasks (Assumption)

Over-preparation Procrastination

Accomplishments
Perceived Inadequacy in
eleventh grade STEM
students, S. Y. 2018-2019
Feeling of relief
(short lived)

Positive feedbacks

Family Transitional High -

Dynamics stage Achieving
Self-doubt

Figure 1. Theoretical & Conceptual Framework of the Imposter Phenomenon in eleventh grade,
top-performing, STEM students of DLSJBC

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Significance of the Study

The Impostor Phenomenon is perpetual pattern of disturbing cognitions and

feelings usually trigged by any situation that implies achievement. Thus, it is considered

to occupy a large part of the existence of the persons affected by its symptoms, perturbing

not only every activity that they perform, but also their personal relationships and

subjective internal comfort. It is unfortunate to speak that the eleventh grade top-

performing, STEM students of DLSJBC may have this; however it has not been

deliberately studied. With this, the study aims to be of help to the following:

Learners. With this pressing syndrome, it is essential to understand the

perspective of learners with IP on this matter. The findings of the study will be largely

beneficial to the student population since this will serve as an agency towards the

dissemination of crucial information about the unfamiliar syndrome. Moreover, this

would effectively give other students the opportunity to see how members of the school

population experience this phenomenon and help them (other learners) be more aware of

their behaviour for them to adjust their actions accordingly. Furthermore, with the influx

of high rates of mental distress within students (Evans et al, 2018; Affleck et al, 2018);

learners with IP would be given a voice on this matter and they would be able to

understand why they experience such phenomenon through reflective questions.

Educational Institutions. Educational institutions, mainly the DLSJBC Senior

High School community, would be aware of the presence of the IP among its learners.

Proving that IP has impacts on students can help inspire the administrators to propose

solutions to lessen or mitigate the phenomenon within the school community. With the IP

7
tamed, the institution will be producing students who will less likely doubt their

capabilities and achievements, thereby achieving the school’s mission of moulding

competent students and promoting the community’s welfare.

Scope & Delimitations

The general intent of this study is to explore the Imposter Phenomenon in the

eleventh grade, top-performing STEM students of De La Salle John Bosco College,

school year 2018-2019. The researchers only selected a maximum of 10 students to

obtain the necessary data - specifically students who have manifested the imposter

characteristics as per tested by the Clance Imposter Phenomenon Scale. In this reason, the

outcome of the study may not be applicable to the entire Senior High School population.

Definition of Terms

Clance Imposter Phenomenon Scale. It is a scale designed to measure the

concept that individuals are successful by external standards but have an illusion of

personal incompetence (French, et.al, 2008).

Imposter Phenomenon. A term used to designate an internal experience of

intellectual phoniness (Clance, 1978).

Students with IS. Students who embody the imposter characteristics (only from

significant to intense impostorism) as per tested by the Clance Phenomenon Scale.

Top-performing, STEM Students. Also referred to as “high-achieving”

individuals, this pertains to the STEM learners of the first semester SY. 2018-2019 who

have an average ranging from 90-100, without having any subject grade that is below 85.
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 Chapter II

Review of Related Literature

Clance and Imes (1978) first identified IP when studying a sample of "high

achieving women" who had earned Ph.D’s, were respected professionals in their field of

study, or were academically high-achieving students. They stated in their first publication

that experiencing the impostor phenomenon is accompanied by higher anxiety, low self-

esteem, and depressive symptoms: “The clinical symptoms most frequently reported are

generalized anxiety, lack of self-confidence, depression, and frustration related to

inability to meet self-imposed standards of achievement.” This could be confirmed in

subsequent research: A study by Chrisman et al. (1995) reveals a moderate to high

significant correlation between impostor phenomenon and depression, fear of failure, and

fear of negative evaluation. In addition, a study by Thompson et al. (1998) shows that

people with an impostor self-concept reach significantly higher anxiety scores than

others. Chrisman et al. (1995) also report significant and highly negative correlations

between the impostor phenomenon and self-esteem.

In current research, Impostor Phenomenon is studied as a reaction to

particular stimuli and events. It is a reoccurring phenomenon (an experience) that occurs

in an individual, not a mental disorder (Kurella, 2016). To attest, Dr. Jayne Leonard

(2018) stated in his article “How to Handle Imposter Syndrome,” that impostor syndrome

is not included in the Diagnostic and Statistical Manual of Mental Disorders, the

American Psychiatric Association's authoritative reference text. It might seem like a

9
personality disorder, like narcissism or anxiety, but impostor syndrome isn’t considered

an official diagnosis by psychologists.

Despite not being an official diagnosis, the Impostor Syndrome is pretty common.

According to a review article published in the International Journal of Behavioral

Science, 70% of people experience these impostor feelings at some point in their lives.

Impostor syndrome affects all kinds of people from all parts of life: women, men,

students, marketing managers, actors, and executives (Abrams, 2018). Christina Zhao’s

(2017) quantitative study affirms that one third of young people are said to suffer the

Imposter Syndrome. Additionally, she added that twelve million people aged 16-34 are

suffering from “confidence gremlins” that undermines their capabilities to work.

Antecedents of Impostorism

Family dynamics. According to clinical observations, impostor fears are derived

from certain family situations in early childhood and are then reinforced through

socialization for achievement in adolescence and adulthood. Family environment, family

dynamics, and parental rearing styles can affect the achievement values and achievement

behavior of a child and influence how the child learns to deal with success and failure

(Thompson, 1998), thus it plays a crucial role in how individuals develop and internalize

their self-concept.

According to Clance and Imes (1978), the women in their study came from two

different family dynamics that affected their development of the impostor phenomenon.

The first group observed, consisted of women who came from families where a sibling or

10
a close relative had been labeled as the “intelligent” member of the family. In the group,

the women encountered situations in which they felt they could never prove their worth

or success to their family members, regardless of their actual accomplishments. In this

particular group, the women struggled within themselves; one part of them believed the

family myth and the other part wanted to refute it. This contributed to their belief that

they were truly unintelligent, and so they continued to doubt themselves and the impostor

phenomenon surfaced (Clance & Imes, 1978).

The second group of women came from families that had placed high value on a

woman’s ability to do anything she wanted to do. They believed that she was intelligent

and perfect. The women from this second group encountered experiences in which they

felt they could do everything they strived for. However, because they felt that they were

indiscriminately praised for everything, they began to distrust their parents' perceptions

of themselves (Clance & Imes, 1978). This eventually led to the women doubting their

own abilities and intelligence, facilitating their belief that they were impostors.

Individuals with IP believe that they should know without being taught and are

embarrassed to ask for instruction (Clance et al., 1995).

With this, Clance (1985) suggested four general characteristics of the family that

contribute to the perpetuation of the Impostor Phenomenon from many of her patients’

developmental histories: (1) the perception of Impostors that their talents are atypical

compared with family members, (2) family messages that convey the importance of

intellectual abilities and that success requires little effort, (3) discrepancy between

feedback about Impostors‟ abilities and success derived from family and other sources,

and (4) lack of positive reinforcement. According to Langford and Clance (1993),

11
“families in which there is a good deal of underlying conflict without channels of

expression and without much active support for the child appear to foster traits, such as,

excessive concern with impressing and pleasing others”.

Bussotti (1990) investigated the family background of Impostors, focused on the

family environment, the relationship between family members, and family structure,

using the Family Environment Scale (Moos & Moos, 1986). With a sample of 302

students, Bussotti found that CIPS scores were negatively related to the Family Cohesion

and Expressiveness subscales and positively correlated with the Family Conflict and

Family Control subscales of the Family Environment Scale. These four subscales: Family

Cohesion, Family Expressiveness, Family Conflict, and Family Control, accounted for

12% of the variance in the CIPS scores (Bussotti, 1986). This suggested that impostors

were likely to perceive that there was a lack of support, lack of communication, and lack

of appropriate emotional expression among family members. High levels of family

control, expression of anger and family conflict were also present. However, the total

contribution of family environment in this study is modest.

Family messages about the importance of being naturally intelligent are also

assumed to influence the ambitions and expectations of Impostors from early childhood.

Impostors have a strong need to please (Bussotti, 1990), which may cause children to

alter their behaviour in order to prevent the loss of affection from their parents (Clance,

1985). Impostors tend to conform to the standards of the family in order to gain positive

feedback and verify their sense of self-worth. These modified behaviours may in turn

conflict with the needs and capabilities of the child. Without psychological support or

family approval of the child’s accomplishments, the child may feel that his or her

12
achievements are dismissed, unimpressive, or unimportant. Feelings of shame,

humiliation, and inauthenticity are often experienced with a lack of consistent positive

reinforcement (Clance, 1985; Clance et al., 1995; Clance & O’Toole, 1988).

King and Cooley (1995) studied the relationship between family achievement

orientation and the development of impostor fears in 127 undergraduate students. A weak

positive relationship between impostor fears and family orientation that emphasised

achievement value and competition was reported. This provides little support for

Clance’s (1985) observation regarding family messages about the importance of

achievement. However, family messages that emphasize success with less effort have not

been investigated.

Although a weak positive link between family achievement orientation and

impostor fears has been reported, King and Cooley (1995) observed that not every child

from a family that has strong achievement values becomes an impostor. King and Cooley

suggested that the way in which families deliver messages about their achievement values

may play an important role in contributing to the development of impostor fears and that

individual differences between the children, such as personality, may also be important.

Clance (1985) asserted that it is difficult for children to internalize their success

when their performance is inconsistently reinforced or invalidated by parents and/or other

family members. For instance, the child’s family may invalidate the success of the child

by sending direct or indirect message that the child is a sensitive or socially adept person

(Clance & Imes, 1978). Although the child may want to validate his or her own

intellectual competence, the child may come to doubt this competence this if

13
achievements are attributed to sensitivity to a teacher‟s expectations or good social skills.

Mixed messages about achievement may influence the emergence of impostor fears.

In the Philippines, a dominant theme in Filipino families is the emphasis on the

fulfilment of familial duties and obligations by children, an expectation that reinforces

the family’s interdependence and supports the value of “utang na loob”— that is,

acknowledging and reciprocating parents’ care and sacrifices (Medina, 2001). Meeting

family responsibilities pertains to the fulfilment of contributing to the economic and

social betterment of parents and siblings (and even extended kin), usually through the

child’s educational and occupational achievements (Chao and Tseng 2002; Medina 2001;

Peterson 1993). As a result, children are forced to perform better at school which would

build a lot of tension and pressure knowing the consequences brought to them regardless

that they may fail (Carston, et. al, 2006).

In the middle and upper socioeconomic class, meeting familial obligations and

expectations also translates to school achievement (Alampay et al., 2005). Parents expend

much effort and sacrifice to provide for their children’s education; in fact, this is the

primary reason Filipino parents embark on overseas work (Philippine Institute for

Development Studies, 2008). Since the parents are the primary sanctioned and liable of

their children, they could impose rules and standards to be committed by their children

both in their time of being youth and in their academic life (Guthrie & Jacobs, 1966). The

child’s school achievements, therefore, are a source of parental pride and compensate for

the parent’s sacrifices indicating that their hard works are well paid off of their child’s

performance. It often approbates the epitome of happiness a parent could desire knowing

that the caretaker of their future is at hand (Jocano, 1998). Still, high expectations,

14
particularly in the academic realm, have made Filipino youth vulnerable to stress,

anxiety, and depression. Students, teachers, and guidance counsellors at a private boys’

school in the Philippines revealed that parental pressure to do well academically is among

the topmost sources of stress (Alampay et al., 2005). Similarly, parental pressures to

succeed academically, in conjunction with a parent relationship characterized by

strictness and a general lack of emotional intimacy and open communication was

associated with higher symptoms of depression for high-achieving Filipino-American

adolescents (Wolf, 1997).

In summary, studies affirm that the family background could contribute to the

emergence of impostorism. With the many families in the Philippines that accord to the

thought of upbringing their children to be academically active, it is then plausible for the

presence of IP to concede in the children of these families (Harx, 2011).

Transitional Stage of Life. Literatures (Clance et al., 1995; Sims, 2017) do not

only attribute IP development to family dynamics. Clance et al. (1995) denotes that IP

may also develop in individuals who are currently residing in a transitional stage of life.

During this time, individuals are challenged academically, facing different social

situations and new academic curriculums, dealing with personal growth and change, and

even adjusting to new residence (Sims, 2017). This specific age group, ranging around 16

to 20 years of age, is classified as emerging from adolescence to adulthood (Arnett,

2001). As a theory of development, this group resides in a transitional stage of life (Lane,

2015), during which certain individuals do not identify independently as either

adolescents or adults. During this transitional period, as transitions are developing for

college roles and/or professional roles, and roles are not clearly defined, tension may

15
occur (Murphy, et.al, 2010). This tension can bring about feelings of low self-efficacy

and turmoil, both of which are directly related to symptoms of Imposter Phenomenon

(Polach, 2004).

The Senior High School years may be a time of transition and change for students

(Department of Education WA, 2013). In a study conducted by Sims (2017), Imposter

Syndrome may thrive whenever students are faced with new academic curriculums and

social environments. In this case, the junior high school students who have transitioned to

senior high school may develop a certain tension (Murphy, et.al, 2010) due to certain

factors (new academic curriculum/social environments), which may bring feelings of low

self-esteem and anxiety - direct clinical symptoms of IP.

High-Achieving Individuals. To Ellen Hendriksen (2016), IP often rears its head

after an especially notable accomplishment, like admission to a prestigious university,

winning an award, or being a “high-achieving” individual.

While "high-achieving" has no formal definition, various studies have attempted

to set certain parameters on their samples. A grade point average (GPA) of 3.0 has been

used to provide a cut-off for study participation involving students abroad (Holmes et al.,

1993). Other studies of IP in students have not included a GPA cut-off. Instead, these

scores were collected in order to examine any correlations between IP and GPA (King &

Cooley, 1995). For the K-12 Curriculum in the Philippines, “high-achieving” samples

refer to students who gained a general average ranging from 89- 92 (Guidelines, P.,

Awards, O. N.,& Program, B. E., 2016).

Individuals who are considered "high-achieving" serve as the foundation for many

IP studies. "High-achieving" samples include students of high school and college level

16
educations (Cromwell et al., 1990), collegiate faculty members (Hutchins, 2015), and

helping professionals (Oriel, Plane, &Mundt, 2004). “High-achieving” does not only

reside from educated individuals and specialists. Danes et al. (as cited in Sims, 2017) in

their study about “Successful People of Today” generalized the term “high-achieving” as

pre-mandatory comprising of both people with degrees and those who attained prodigious

accomplishments without prior education. While hard work encompasses achievements,

there are rare cases of IP that are not due to individuals who considered themselves as

“high-achieving” but viewing their successes as being derived from connections or

attained by luck (Scalzi, 2011).

Behaviors and Patterns Associated with the Impostor Phenomenon

Clance and Imes (1978) identified behaviors and patterns that maintain and

reinforce the Impostor Phenomenon. They described the Impostor Phenomenon as a

cyclical pattern that begins when a woman is faced with a new opportunity or challenge.

In the case of college students, the onset of the cycle is often the start of a new level of

academic training.

At the beginning of the cycle, women who feel like frauds behave in one of two

ways, according to Clance et al. (1978): she may “get to work immediately and over

prepare” or she will “procrastinate and engage in a frenzy of activity at the final hour”. If

she over prepares and achieves, she learns that she must work harder than others to be

successful. Overworking becomes problematic when the amount of effort and energy

invested in a task exceeds that for producing work of reasonable quality (Clance, 1985),

and interferes with other priorities. If she procrastinates and succeeds, she learns that the

17
external world does not see her accurately. When the woman who feels like a fraud is

rewarded for her achievement, the cycle continues as she is wrought with the pain and

confusion associated with the way in which the accolades of others is dissonant with her

sense of self as an impostor. This reinforcing cycle tells her that approval is

indiscriminate, which negates her sense of self-competence.

Clance & Imes (1978) noted that the repetition of success reinforces the feeling of

fraudulence instead of weakening the links of the Impostor Cycle. Clance (1985) has

suggested that Impostors have high expectation for their goals and have their own

concept of ideal success. Impostors disregard their success if there is any gap between

their actual performance and their ideal standard, which contributes to discounting of

positive feedback. Since Impostors are high achievers who also “make unreasonably low

assessments of their performance” (Want & Kleitman, 2006), the repetitions of success

emphasize the discrepancy between their actual and ideal standards of success as well as

strengthening the feeling of being a fraud or an impostor.

Bernard et al.’s (2002) study on the Impostor Phenomenon showed a slightly

different cycle for those who suffer from feelings of fraudulence. Their findings indicated

that those with imposter feelings were not inclined to exert more effort due to the fact that

they “place much greater faith in their intelligence than in their effort”. Thus, it can be

said as self-preservation strategy designed to minimize the implications of poor

performance.

18
IP Populations

The study of IP has not only incorporated the development of behaviors and

patterns that reinforce the syndrome, but has also piqued the curiosity regarding the

different populations in which it is most likely to reside. Notably, such populations

include students of various educational levels including high school and colleges students

(Caselman et al., 2006; Clance&Imes, 1978; Cromwell et al., 1990), higher education

faculty (Clark et al., 2014; Hutchins, 2015), and individuals within the helping

professions (Arena & Page, 1992; Christensen et al., 2016).

College students are a population frequently studied for Imposter Phenomenon.

Sims (2017) denoted that a reasonable explanation for this may be due to the fact that IP

was first identified in high-achieving women in different levels of collegiate study.

Clance and Imes (1978) first noted the existence of Imposter Phenomenon after studying

the behaviors of women in psychotherapy, interactional groups, and college classes.

These women had earned Ph.D.'s, were respected professionals in their fields of

specialty, or students who had been recognized for the high academic achievements.

Clance and Imes (1978) believed that the foundations for IP's development in this

population of college-level students could be explained by family origins and social

expectations.

Since Clance and Imes' seminal article (1978), IP's pervasiveness in other

collegiate populations has been studied. King and Cooley (1995) used the Achievement

Orientation Subscale (Moos & Moos, 1986), as well as the CIPS, to determine the role of

family achievement orientation with IP among college students. Family achievement

orientation is described as the act of a child’s family conveying the importance of

19
effortless intelligence and success (King & Cooley, 1995). Results indicated a direct

relationship to higher IP scores and the amount of family emphasis placed on

achievement while growing up. In addition, greater IP scores were associated with

females than males, and for those with higher grade point averages.

Adolescence is a transformative period of development and insight during which

a great deal of self-awareness and introspection must occur. As the transition from

adolescence to adulthood takes place, the formation of one's identity provides a crucial

hallmark of change (Sims, 2017). It is believed that this change may bring out

characteristics of Imposter Phenomenon (Lane, 2015).

Cromwell et al. (1990) provided the first study to examine IP in an adolescent

population. By assessing a sample of high school honors English students using the HIPS

(Harvey, 1981), the Irrational Beliefs Test (Jones, 1968), and the Adjective Check List

(Gough & Heilbrun, 1980), results indicated that not only is IP present in this population,

but conclusions could also be drawn as to the personality profile of these IP individuals.

Caselman et al. (2006) asked high school juniors and seniors to complete various

questionnaires, of which included the HIPS. Results purported that IP exists in this

population at a similar rate as adult populations.

The review of the literature on the presence of IP in adolescents has influenced

the researchers of this study to focus on the senior high school students. Aside from their

transition to a new academic curriculum, no published study has attempted to shed light

on the occurrence of the syndrome in the adolescents of the Philippines.

20
Consequences of Impostorism

For Impostors, success does not mean happiness. Impostors often experience

fear, stress, self-doubt, and feel uncomfortable with their achievements. Impostor fears

interfere with a person’s ability to accept and enjoy their abilities and achievements, and

have a negative impact on their psychological well-being. When facing an achievement-

related task, Impostors often experience uncontrollable anxiety due to their fear of failure.

Burnout, emotional exhaustion, loss of intrinsic motivation, poor achievement, including

guilt and shame about success are reinforced by repetitions of the Impostor Cycle

(Chrisman et al., 1995; Clance, 1985; Clance & Imes, 1978). The perfectionist

expectations of Impostors also contribute to the feeling of inadequacy, increasing levels

of distress, and depression when Impostors perceive that they are unable to meet the

standards they set for themselves or expectations from family and people around them.

Clinical observations by Clance (1985) revealed that high levels of anxiety,

depression, and general dissatisfaction with life are common concerns that motivate

Impostors to seek professional help. The relationship between Impostorism and negative

psychological affect has been supported by many studies. Conceptually there may be a

clear distinction between negative affect as an enduring disposition, which may have

contributed to the development of Impostorism in childhood, and negative affect as an

outcome of a stressor like impostor fears. It is not clear that concurrent administration of

assessments considered as personality and those considered clinically diagnostic can

make this distinction.

Chrisman et al. (1995) found impostor fears moderately correlated with

depression. They found a moderate relationship of impostor fears with pervasive affect,

21
physiological indicators, and psychological concomitants, which were major

characteristics of depression. Sonnak and Towell (2001) also found that a high level of

impostor fears were associated with poor mental health as they experimented on a sample

of 117 undergraduate students.

Caselman et al. (2006) also identified the personality constructs of Impostors.

Such personality constructs include being easily distracted, anxious, self-rejecting,

dispirited, and inadequate interpersonal relationships. Similar studies further corroborated

the conclusions of Cromwell et al. (1990).

Similar studies also concluded that IP on students create a ‘secret fear’ inside

them (Qureshi et al, 2017), the fear that they are not adequately able to perform a

delegated role because they lack the skills and knowledge; as a result, IP is strongly

associated with burnout phenomenon, anxiety, depression, and thus has serious

implications and impact on individuals’ lives. Therefore, when students feel their

presence at university is fraudulent, it is less likely that they will connect to the people

around them and services that can help them achieve their educational goals (Gibson,

2018).

Lew et al. (2003) state that it is best if the Imposter Phenomenon is studied based

on a certain culture since it may have relatively various impacts in different societies

(Ghorbanshirodi, 2012).In line with the recently K-12 Curriculum standards and core

competencies, IP could be a threat towards students who long for adequate achievements

and accomplishments. While research studies have identified the presence of IP in

collegiate students and helping professionals, no study has yet examined its influence

amongst students in the field of senior high school specifically in the integral strand of

22
STEM in the country. Therefore, it shows the necessity of this research in the Philippine

society.

23
 Chapter III
Methodology

In this chapter, the methods and procedures applied in this research are presented

including the research design, population & sample, the sampling method, the instrument,

the data gathering procedures and analysis employed in the study.

Research Design

In light of its relevance to students, the topic of the IP in high-achieving senior

high school students seems well suited for a qualitative methodology. Qualitative

research allows for rich understandings of behaviors (Denzin, 2006), which seems

particularly useful for students given the relative commonality with which the IP is

overlooked. Despite the apparent utility of this methodology, existing IP research has

exclusively employed quantitative methodology, specifically correlational designs (Lane,

2015). Though such an approach has yielded helpful contributions, incorporating

additional qualitative methodological approaches would enrich the understanding of the

Imposter Phenomenon.

With this, the study utilized a phenomenological research design, which seeks to

describe the commonality of a group of individual's lived experiences regarding a certain

phenomenon (Creswell, 2013; Ravitch & Carl, 2016; Starks & Trinidad, 2007). Smith

(2007) stated that a phenomenological research design is best suited with semi-structured,

open ended questions rather than closed questions, since it allows a rich flow of data.

24
Population and Participant Selection

The qualitative study employed a purposive sampling method, which selects the

respondents based on the characteristics of a population and the objectives of the study

(Tolich, 2009). Of the estimated 170 grade eleven STEM students of DLSJBC, 20

students hold the title of being “top-performing individuals”. Students who have a grade

point ranging from 90-100 (without having any subject grade that is below 85), and have

constantly held their positions as honourees for the consecutive two (2) quarters of the

first semester are the parameters set as the basis for the selection of the “top-performing,

STEM students”.

The participants who are gained from the purposive sampling are narrowed even

further through purposeful criterion sampling to gain the “top-performing students with

IP”. The criterion is based on the initial participants’ scores after administering the

Clance Imposter Phenomenon Scale (CIPS). The respondents who are subjected to one-

on-one interviews are those, whose CIPS scores ranged from significant to intense

impostorism. A maximum of ten participants are interviewed for the conduct of the study

and a minimum of eight participants is the cut-off frame.

Instrumentation

The researchers first utilized the Clance Imposter Phenomenon Scale (1985) to

identify the presence of IP among the respondents. The scale is a self-administered

instrument that consists of 20 items that utilize a 5-point Likert-type scale for responses.

The reliability and validity of this instrument as an appropriate measure for IP has been

studied extensively in various literature. Sims (2017) states that the CIPS does not only

25
assess the dimensions of IP, but it also assumes to incorporate constructs not addressed in

the Harvey Imposter Phenomenon Scale such as fear of evaluation, feeling less capable

than peers, and fear of inability to repeat success. In addition, the wording of the CIPS is

intended to minimize any possible effects of social desirability when answering the

questions (Holmes et al., 1993). Thus, different authors (Chrisman et al., 1995; Holmes et

al., 1993; Kolligian& Sternberg, 1991) found it to be a more sensitive and reliable

instrument compared to other IP measurement instruments.

Once all CIPS sheets (Appendix B) will be collected from the subjects, the

researchers determined the potential students’ scores and classified each of them to the

level of IP impact that resides among them. The one-to-one interview will then follow.

The interview protocol (Appendix C) is reviewed by the researchers’ practical

research instructor – Mr. Leo Ian Jovero. The protocol consisted of 16 questions that

would aid in concluding and synthesizing the themes for the study.

The one-on-one interviews will begin with the protocol of open-ended questions

and end with more investigative questions that will soon ascend during the discussion.

The conduct of one-to-one, semi structured interview offers the researcher the

opportunity to interpret non-verbal cues through observation of body language, facial

expression, and eye contact and thus may be seen to enhance the interviewers

understanding of what being is said (Cronin, et al., 2009). To this end, it permits the

researcher to probe and explore hidden meanings and understanding. Additionally, it

mitigates biases and allows an interviewer to incorporate new information and follow

new ideas as they come up in the interview, without being bound by a preconceived set of

ideas, hence allowing a more detailed data and story.

26
Data Collection

A letter of request (Appendix A) is addressed to the Senior High School

Coordinator, Mrs. Cecilia A. Paulinio, for the list of the eleventh grade, STEM honourees

for the first semester (2 quarters) of the S.Y. 2018-2019. After obtaining the list, the

researchers then compiled the names of the STEM students who have constantly held

their positions as honourees for the consecutive two (2) quarters of the first semester

(Appendix E).

A letter of consent and authorization (Appendix A) will then be sent to the

students who qualified for the parameters of this study. They will be given a day to

respond to the consent. After the participants returned the signed the letter of consent, and

responded to participate, the researchers will conduct a meeting that would set the

interview day and time.

During the agreed date, the participants will be asked to answer the Clance

Imposter Phenomenon Scale. After answering, the participants will be oriented on the

constructs of the Imposter Phenomenon that is concurrent to the study. The researchers

will then evaluate the CIPS scores of the participants whether they qualify for the

criterion set for the study.

The respondents who have CIP scores ranging from significant to intense

impostorism is again asked to meet for a one-to-one interview. The one-to-one interview

lasted for 30-50 minutes. Each conversation is digitally recorded and one researcher was

charge of taking down notes. A timer on a digital recording device is also used for

timekeeping.

27
Procedures

The one-to-one interview process will be dependent on the CIPS scores. Each

participant is asked to meet on the scheduled date and time. For both the convenience of

the subjects and to protect the integrity of the meeting, each of the participants will be

gathered at a designated room located on the campus of DLSJBC. The room will consist

of tables, chairs, audio-device recorder (Smartphone), and an iPad depicting the

constructs of IP. Notepads, pens, and snacks will be also provided. Once the subject is

seated, he/she will be provided with a copy of his/her signed informed consent and

authorization statement indicating that they are legible participants of the study.

The researchers will be conducting the interview in accordance with the following

interview schedule:

1. Turn on the audio-recording device (Smartphone).

2. Read through interview questions.

3. Begin the semi-structured discussion.

4. Taking down notes as a means of secondary procedure aside the audio-

recorder device (by research assistant)

5. Prior to ending the interview, whether due to time constraints or exhausting all

discussion topics, each subject will be asked if they would like to share a final

summary statement (Morgan, 1997).

6. Turn off the audio-recorder device (Smartphone).

7. Plan to meet again if subjects are determined to know their CIPS scores.

8. Follow-up individual subjects, as necessary (i.e., those who appear to have

had an emotional reaction to the discussion).

28
Data Analysis

This research utilized the thematic analysis to examine the patterns of meaning

across a dataset to provide an answer to the research questions of the study. After the

responses are examined, patterns will be identified through a rigorous process of data

familiarisation, data coding, and theme development and revision (TUA, n.d.). An

inductive way of approach is employed in order for the content of data will be directed

through coding and theme development.

The researchers transcribed each interview recording. The subjects’ preferences of

exposing their identities (e.g. the use of pseudonyms) will be implemented. After the one-

to-one interviews are transcribed, each individual will be analyzed for themes related to

the research questions and the theoretical framework of this study. The following

analytical steps were derived from the six-phase process of thematic analysis (Smith et

al., 2009) and will be utilized by the researchers:

1. Familiarisation of the Data: Hard copies of the transcriptions will be printed and

read several times. This includes reading and re-reading the data, to become more

immersed and intimately familiar with its content.

2. Coding: Once familiarized with the data, the researchers will then generate

succinct labels (codes) that identify important features of the data that might be

relevant to the study. It involves coding the entire dataset, and after that, collating

all the codes and significant data extracts, together for later stages of the analysis.

3. Searching for Themes: After identifying the potential codes, the collated data will

be analysed to arrive to significant broader patterns of meaning (potential themes)

that might lead to the development of IP. It then involves collating data relevant

29
 to each candidate theme, in order to gain access to the main theme and review the

viability of each candidate theme.

4. Reviewing the Themes: Checking the candidate themes against the dataset will be

dealt, in order to determine a convincing story of the data, and one that answers

the research questions. In addition, themes are typically refined, which involves

them being split, combined, or discarded.

5. Defining and Naming Themes: After reviewing the themes, developing a detailed

analysis of each theme, working out the scope and focus of each theme, and

determining the “story” of each theme will be catered. Furthermore, deciding on

an informative name for each theme will be applied.

6. Writing Up: Once all themes were determined, they will be weaved together with

the analytic narrative and data extracts, and contextualizing the analysis in

relation to the existing literature.

Research Biases

An essential component to semi-structured interview suggests the researchers to

identify any personal biases they may have regarding the research topic. The topic of

Imposter Phenomenon was chosen for this study based on a general curiosity regarding

the subject of IP, and in acknowledgment of the researchers’ own possible IP symptoms.

The discussion prompts for this study were derived from the extensive review of the

literature, as well as the guiding theoretical framework developed by the researchers. The

researchers are mindful that the conduct of the study will only for the intention of the

30
study alone and hereby avoids any preconceptions and biases regarding personal

interventions for the outcomes of interview analysis.

Ethical Considerations

All participants who agreed to participate in the interview were asked to sign the

informed statement done by the researchers. This statement includes an overview of the

interview process and procedures which will discuss the potential risks and benefits of

participation. A signature on the informed consent statement is a requirement for the

participation in the research study. These signatures will be obtained via one-on-one

meeting between each individual participant and the researchers.

While the advantages of one-to-one interview comprise of garnering in-depth data

collection, as well as allowing the participants to share and validate ideas that contribute

to the connection of the interviewer and the interviewee, an overarching ethical dilemma

for this method of data collection is subject confidentiality. Although the participants

may have signed the informed consent, it is impossible to truly assure anonymity, as there

are no sanctions against disclosure of subject involvement and experiences (Tolich,

2009). This potential for harm is explicitly stated as part of the “Risks” section of the

Informed Consent Statement for this research study.

However, the potential benefits are thought to outweigh the potential risks. One

benefit is that participation in the interview would bring awareness to certain thoughts,

ideas, and personality patterns related to IP. The dynamics and interrelated discussion of

the one-to-one interview may provide a supportive environment for those students with

IP tendencies. Moreover, participation in this study will inform the prevalence, if any, of

31
IP tendencies in a sample of top-performing STEM students. With the consent form

signed by the participants, it is then promising that the interview process, supported by

the nature of the study, and provisions for confidentiality, and including the use of

pseudonyms will embark the study to success.

32
 Chapter IV
Description

This chapter provides a detailed description of the stories based on the interview

transcripts of five participants. Pseudonyms assigned to each participant are used to

comply with the ethical considerations of the study.

Aquarius

Although new to the syndrome, Aquarius describes the IP as a phenomenon that

already exists and negatively affects people by doubting their own capabilities. She

started to recall her experiences when she was asked to share her thoughts about certain

circumstances that trigger the IP to cause in someone. According to Aquarius, the main

factor that made her experience the IP is grade inflation. She thinks that when she

receives a high grade, she would feel like it is just all based on luck and the teacher just

did it out of pity. The researchers asked her to recall more about her experiences on the IP

and she didn’t have any problems sharing. She shared how popularity can be a factor for

teachers to inflate the grades.

The researchers then introduced the psychological constructs or symptoms of the

IP, Aquarius was asked to read the various psychological constructs and was encouraged

to share if she has experienced either one or more of these constructs. After moments of

reading, she explained that during her journey as an eleventh grade STEM student, she

experienced lack of self-confidence, guilt about success and fear of failure. She explained

that she lacked self-confidence because she often tells herself that she can’t do it because

33
she did not exert any effort in doing the task. She fears failure because she is afraid that

the people who have seen her potential as an honouree might think that they have made a

mistake of branding her that. Upon receiving her CIPS scores, she stated that she can

relate to the statements in it.

On the next question, Aquarius considered herself as the sensitive child because

she has to work hard in order to get acknowledged by her parents. She said that family

upbringing did not really influence the development of the IP within her, since her

parents did not really pressure or set any standard for her. She describes her transition

from junior high to senior high school as a period of huge changes since the subjects are

new to her. She concluded the interview by saying that the IP can affect ten percent of a

student’s effectiveness.

Aries

Feeling well and enthusiastic, Aries responds solely the moment she was asked if

she’s alright. She describes the Imposter Phenomenon as an existing feeling where an

individual doubts his/her accomplishment. Lucky to be on the list of honorees, she

defines the feeling as precise as she puts exact effort in attaining her achievement. Being

oblivious to the phenomenon, she relates the said syndrome to herself as she pauses and

wonder at the instance why she have attained such achievement, when in fact, she was

not really capable in achieving the said accomplishment. She started to recall her

experiences when she was asked to share her thoughts about certain circumstances that

triggered someone to experience the IP. Without hesitation, she straightforwardly asserts

34
that she doesn’t trust herself and that she must build self-confidence, as it was the crucial

reason why oftentimes, she fails.

Onto the next question, Aries was reassured after being reminded by the

researchers that whilst responding, her answers will be treated with utmost

confidentiality. Furthermore, now aware of using pseudonyms that will be adhered in the

study, she now stops faltering as she answered directly that she constantly attributes her

accomplishments more on effort rather than luck. She further explained that she would

exert effort every time examinations approach, that is, said to be one of the reasons why

she achieved the academic award. The researchers then introduce that when an individual

may experience the IP, it has been shown to produce many psychological constructs or

symptoms; Aries was asked to read the various psychological constructs and was

encouraged to share if she has experienced either one or more of these constructs. She

explained that during her journey as an eleventh-grade STEM student honouree, she

experienced two symptoms – fear of failure and anxiety. Due to fear of failure, she builds

an over-arching dilemma of belittling herself. Due to the feeling of anxiety, she never

believed her capabilities and tends to worry what other people think of her. Furthermore,

upon receiving her CIPS/self-administered test score, she was shocked and astonished at

the same time for the statements she experienced resonated to her personal journey as a

STEM student honoree.

Pertaining to situations, Aries considered herself as the bright child of the family

where achievements come naturally to her. She labels the epitome of disappointment as a

justifiable reasoning where failing is a choice. Despite the equity, she still reverberates

that she would totally feel down once she encounters failure and points her previous

35
successes to luck. Moreover, she described the phase of life that she is presently in as an

abrupt shift of moving out from her comfort zone. Reinforcing the feeling of IP, the

abrupt shift she’s dealing, is said to be the aspect in the field of senior high school, where

she encounters pressure and stress in dealing with the school’s tasks. Now, with the initial

knowledge about the IP, she was asked if the IP is currently influencing her student

effectiveness, which she answered surely with affirmation. The IP affects her in a way

that makes her strive hard amidst complexities in order to achieve what she longed for.

Leo

This is the first time Leo has ever heard about the IP. After getting briefed by the

researchers on the Imposter Phenomenon, Leo thinks that it is present within him, but he

didn’t experienced it academically. After a few seconds of pause, he describes his

experience with the phenomenon as something that is caused by the compliments of

people around him. He believes that these compliments are insincere and are out of pity.

He admitted that he has IP because he felt like he doesn’t deserve his accomplishments

and he remarked that his achievements were all not because of his own effort. Leo

explained that his achievements are not just from his effort alone, but also from the effort

of the others. When the researchers asked what he meant by that, he honestly answered

that during the tests, he can’t help himself from copying in order to pass or to get a high

score. This act of copying made him doubt his accomplishments.

During his time as an eleventh grade student, he mostly attributed his successes to

luck rather than effort. He used the video editing as an example and explained that he

36
received compliments about his video, but he believed that it was just all on luck and one

the right timing. The researchers then introduced that individuals with the IP are seen to

have experienced many psychological constructs or symptoms. Leo was asked to read the

various psychological constructs and was encouraged to share if he has experienced

either one or more of these constructs. After a few seconds of reading, Leo discusses his

experience about the fear of failure. Since his classmates are honourees, he is afraid of

failure since he might get left behind. Upon receiving his CIPS scores he queried how he

can lessen it because he wanted to bring back the time when did not have this feeling. He

thinks that his CIPS scores are just right or exact to what he has been feeling.

Onto the next question, Leo considered himself as the sensitive child because he

tries everything to get acknowledgement from his parents. According to him, since he is

not smart, he over compensates or over prepares. The researchers also asked if the

upbringing of his parents may have contributed on developing his IP and he answered

yes, which is all because of his cousin. Leo’s cousin is considered as bright child of the

family. Leo wants to catch up to him so that he doesn’t get left behind. He also, told the

researchers about pressure, that pressure has great impact on him, because he gets scared

of being labelled or being called as stupid or brainless in his family and that is why he

works hard. When discussed about the transitional stage of life, Leo described

“transition” as a harsh and difficult process. This is because of the new competencies of

the Senior High School curriculum, which has caused him to experience stress. Being an

honouree has also influenced the development of IP within him. He also shared that IP

can influence his effectiveness as a student since IP can make a student doubt himself

which can lead to the slacking of tasks.

37
Scorpio

Scorpio described the IP as a feeling experienced by a person wherein s/he is not

capable and worthy of his/her achievements. After a brief description about the IP, he

denotes that he has not heard about the said phenomenon before. Additionally, he

signifies the syndrome as a feeling that already exists. Driven by unworthy feelings, he

suggests that the IP is due to lack of self-confidence. He started to recall his past

experiences when he was asked to share his thoughts about certain circumstances that

prompt someone to experience the IP. He swiftly answered that he constantly attributes

his accomplishments to luck rather than effort. He further explained that oftentimes, he

couldn’t help to consider himself lucky enough to be able to pass the exams without

preparations.

In the next question, Scorpio was introduced to the psychological constructs or

symptoms that are related to the IP. He was given exactly three minutes to read the

various constructs on the iPad and was encouraged to share if he has experienced either

one or more of these constructs. He relates his time as an eleventh-grade STEM student

honouree with the presence of two symptoms. He described a specific instance wherein

due to lack of self-confidence, he would discount his capabilities. Upon receiving his

CIPS/self-administered test score, he was surprised at his 68 significant score and

concluded that the scale indeed applies to him. He was candid in evaluating his self as he

signifies that the results fit to him wholly.

Scorpio considered himself as the bright child of the family where successes are

inevitably present to him. Moreover, whenever he encounters failure, he was obliged by

his parents to correct his mistakes and when he accomplishes, he starts to think that his

38
previous successes has been due to some kind of luck. Now more than ever with distress

and pressure, Scorpio managed to arrive at the thought where individuals may experience

a time of transition in their lives. In his case, he is currently experiencing a great deal of

transition in the field of senior high school where loads of tasks are generating feelings

that reinforce the IP. Furthermore, he was asked if the presence of IP is concurrently

affecting his student effectiveness. He first defined student effectiveness as a fundamental

standard in which a student is capable to attain adequate achievements, then, with the

short background of IP, he affirms that the said phenomenon is affecting his student

effectiveness.

Taurus

Taurus described the IP as a concept where an individual doubts his skills and

believes that his achievements are out of luck and not from his skills. After hearing a

brief description of the Imposter Phenomenon, he immediately said that he is relates to

the study. Taurus also described IP as a kind of phenomenon that happens to anyone

around the world. Taurus experienced IP during his competitions where he felt unworthy

of his position because he believes that he doesn’t have that skill to achieve it. He shared

that he has experienced the IP in school. He cannot believe that he is the highest in the

class during the exam because he didn’t study for it, which led him to a conclusion that

his success was purely based on luck. He believes that experiencing the IP is not only

confined in the school but also outside its premises as well.

39
 Onto the next question, the researchers reminded Taurus that the information

gathered from him will be treated with utmost confidentiality. Furthermore, now that

Taurus is now aware that researchers are using pseudonyms, he stops faltering his

answers and confidently says that he attributes his accomplishments more on luck rather

than effort. According to him, luck is the main reason why he doubts his skills as an

honour student because he believes that he should have done more. However, he

explained that he exerts effort on performance tasks since there are things that need

determination and mindset in order for the task to be completed. The researchers then

introduced that an individual who experienced the IP is said produce many psychological

constructs or symptoms. Taurus was asked to read the various psychological constructs

and was encouraged to share if he has experienced either one or more of these constructs.

After a few minutes, Taurus suggested that he experienced both lack of self-confidence

and unworthiness. He noted that his lack of self confidence is due to the unseen need for

approval from his friends. He feels unworthy because he thinks that he is not good

enough and not capable of doing things. Taurus also added the fear of failure, because he

is afraid that people would judge him because he can’t reach the standards set by the

people around him. Upon receiving his CIPS, he was shocked since he believes that the

score justifies to the feelings that he has felt.

In the next question, Taurus considered himself as the sensitive child of the family

because he works hard in order to be acknowledge by his family specially his father.

Even though he successful and has consistently garnered awards, his family still neglects

his achievements. Although he considers himself as the sensitive child, his family

considers him otherwise. His family perceives him as the bright child of the family

40
because he is the eldest among his siblings and he is a consistent honouree. With this,

Taurus believes that his upbringing contributed to the development of the IP. He

remarked that because of the IP, he has to step up his game given that he is the gifted

child and the future breadwinner of his family.

He affirmed that he is currently in the transitional stage of life. He attested that his

junior high school years was just easy. Now that he is in senior high school, he often feels

stress and tension when given a new task. He believes that this transition is a good thing

since it prepares him for the future. At the same time, he also fears that he might not do

well in this period.

Taurus was asked if IP may have influenced his effectiveness as a student, he

affirmed this and explained that the IP resulted to the feelings of the lack of self

confidence, unworthiness, and failure within him. He believes that all these have blocked

him from achieving this school year.

41
 Chapter V
Results and Discussion

Participants’ Demographics

Potential subjects individually met with the researcher prior to the interview to

review the informed consent. All eight students agreed to participate and signed the

informed consent. Following the informed consent signing, the subjects completed the

Clance Imposter Phenomenon Scale (CIPS). Eight subjects were selected from those who

qualified for the parameters of this study. The said subjects are among the eleventh grade,

top-performing STEM students of the institution. The following table depicts the gender,

academic position and the Clance Imposter Phenomenon Scale (CIPS) score of each

subject.

Subjects Gender Academic Position CIPS Scores

Scorpio Male With Honors 68

Capricorn Male With High Honors 62

Aries Female With Honors 76

Virgo Female With Honors 65

Leo Male With Honors 83

Taurus Male With Honors 63

Aquarius Female With Honors 68

Libra Female With Honors 79

CIPS Results

The results of CIPS scale were derived from a score based on the accumulation of 20

Likert-type survey items. Each item is comprised of five answer choice options ranging

42
from 1 “not at all true” to 5 “very true.” The total score indicates whether an individual

exudes mild, moderate, significant, or intense imposter characteristics. From the current

study, seven subjects scored as having significant imposter tendencies (i.e., a score

between 61-80), and one subject scored as having intense imposter tendencies (i.e., a

score between 81-100). The average CIPS score of all subjects was 70.5 (significant

imposter tendencies).

Themes

Five themes emerged from the transcripts of the interviews, each explaining the

prevalence of imposter phenomenon in eleventh grade, top-performing STEM students.

The themes include (a) existing, (b) transitional stage of life, (c) high-achieving, (d) fear

of failure, (e) procrastination. The follow table depicts these five themes and their

corresponding subthemes.

Themes Subthemes

1. Natural
Existing 2. Reoccurring
3. Ambiguous
1. Environment
a. Social
Transitional stage of life b. Independent
2. Academics
a. New competencies
b. Grade inflation
High-achieving 1. Entitlement
a. Fear of inconsistency
Fear of failure 1. Effort
Procrastination 1. Pattern of Failure

43
 Based on the results of the one-on-one interviews and the themes derived from the

corresponding discussions, it is apparent that the Imposter Phenomenon (IP) is indeed

prevalent in the eleventh grade, top-performing STEM students of DLSJBC. The

following will explore the applicability of the five overarching themes to the research

questions and identify future implications based on the study. In addition, the results of

the five identified phenomenological themes will be explored and corroborated through

excerpts from the interview transcripts.

Research Questions

In addition to examining the prevalence, or lack thereof, of Imposter Phenomenon

in eleventh grade, top-performing STEM students, the study sought to answer the

following research questions:

4. What would be their perceptions on the Imposter Syndrome upon having acquired

such? (only for students who have IP)

5. What contexts/situations may have influenced their experiences with the Imposter

Phenomenon? (e.g., family dynamics, transitional stage of life, high-achieving

characteristics)

6. What are the behaviors and patterns (Clance & Imes, 1978) that reinforce the

Imposter Phenomenon in students? (e.g., procrastination, meticulous preparations)

Existing. For each interview session, the subjects were asked to share their

thoughts about the syndrome. Majority noted that the Imposter Syndrome is a new term

for them, however, two of the participants shared that they have experienced the

44
phenomenon in the past but they were not aware of the term (Imposter Phenomenon)

attributed to the feeling. Thus, they believed that what they were feeling was not part of a

bigger picture.

For instance a subject remarked on the novelty of the topic:

“This is my first time hearing about [the] IP. If you didn’t conduct this study, we

wouldn’t have known anything about it.”

Two subjects commented on the ambiguity of the phenomenon:

“I’ve been wondering if my experience with these thoughts – like the fear of

failure and not being consistent- has a corresponding name or term.”

“A lot of people have this feeling but they don’t know the term attributed to that

feeling.”

The participants also described the IP as a concept that can either inhibit or

strengthen a student’s effectiveness in school. One subject remarked on the positive

impact of the IP:

“I am driven everyday to improve and look for the things that I lack.”

However, most subjects shared that the IP led to the unproductiveness and self-

criticism of a student. It had a toll on their self confidence, making them doubt their

accomplishments.

Although deviating from all the subjects’ answers, a respondent noted that the

Imposter Phenomenon and the constructs along with it are reoccurring. She explained

that she frequently felt the statements in the CIPS. This is concurrent to a study

45
conducted by Kurella (2016), where he described the Imposter Phenomenon as a

reoccurring experience in an individual.

Overall, their responses to the occurrence of the IP were adverse in nature but it

boiled down to a point where they described the syndrome as something that is natural

and existing. The participants shared that it is a natural event that may be experienced by

individuals at some point in their lives. For example, participants noted:

“I felt like ‘luh, this is really happening’ or ‘luh, I really experienced this.”

“I think it’s natural for a person [to experience the IP.]”

Fear of failure. For each interview session, the subjects were provided a list of

constructs, which were encoded in a mobile device. The participants were asked to

identify and elaborate on the presence, or lack thereof, of these constructs of Imposter

Phenomenon in STEM students. The subjects were found to have a commonality in a

construct: fear of failure. Not only did the subjects provide insights regarding the

prevalence of many imposter symptoms in STEM students during this specific portion of

the discussion, they also elaborated on different symptoms and experiences throughout

the entirety of the interview.

According to the subjects, STEM students have the following psychological

constructs, related to imposter phenomenon: frustrations, lack of self-confidence,

unworthiness, workaholic, fear of rejection, guilt of success, fear of judgment, and

constant comparisons, which were said to have branched from a single construct which is

the fear of failure. This fear of failure has also been reported to have caused a student to

exert effort in the tasks given him/her.

46
 Throughout the discussions, subjects reported of constantly comparing their skills

and abilities to those around them and fearing judgment from others. The comparing of

oneself to others is a critical component of imposter phenomenon (Clance, 1985), and the

fear of judgment from peers and colleagues is synonymous with the dread of evaluation

construct of IP. Two subjects’ thoughts on the matter included:

“I’m afraid to fail because they’ll (teachers) probably think that they made a

mistake [of making me an honoree].”

“Sometimes I compare myself to other people who also have the intellectual

ability and I also compare myself to my past experiences.”

When asked for the circumstances that may have caused an individual to

experience the IP, the subjects elaborated that this may be due to an individual’s lack of

self confidence, sense of entitlement, and fear of inconsistency.

In order to develop an understanding of the prevalence of IP in other STEM

students, the subjects were asked if they ever observed imposter constructs in their peers.

The participants explained that the IP may be experienced by their peers in educational

contexts in the same way that the subjects do. All subjects agreed that they had observed

specific constructs in their peers. While these subjective observations do not directly

suggest that all STEM students from the level experience Imposter Phenomenon, it is

important to note the possibility of its prevalence.

Contexts/situations. The subjects were asked to describe specific contexts and/or

situations (Clance & Imes, 1978) during which they have experienced symptoms of the

Imposter Phenomenon. Basing on the theoretical framework and corresponding

47
discussion prompts, the subjects were asked about family dynamics, transitional life

stages, and being considered as a high-achieving individual. There was a consensus in the

applicability of the transitional stage of life for creating imposter feelings in the

respondents.

The participants all described their transition as that from the junior high school

level to the senior high school level. Generally, the participants shared that there were

huge changes from their junior high school to senior high school years.

The old students classified this change as “academics”, which denotes the change

in the competencies and subjects. The participants feel stress because of the need to cope

to the newly implemented senior high school curriculum.

Another subtheme of “academics” is grade inflation. Participants have reported

that grades have been a factor for an individual to cause the IP. Interestingly, a student

mentioned the concept of grade inflation as a factor which influenced the development of

IP within herself.

Bejar and Blew (1981) defined grade inflation as a rise in a grade without

evidence that it was earned. An inflated sense of one’s academic achievement caused a

respondent to experience imposter constructs such as guilt of success, rejection to praise,

and inauthentic ideation, thereby leading to the Imposter Phenomenon experience.

The transferees on the other hand described this change as “environment”, which

denotes that there is a shift of environment from their junior high school to senior high

school years. They discussed that they are now immersed in a new social environment

and are living away from their parents (independent). In transferring to this institution,

48
they set goals for them to achieve. These goals include excelling in their studies to prove

that their achievements are not only limited in their old school. Pressure, an imposter

construct, seeps in as they struggle to attain these goals.

Though not explicitly discussed, patterns relating to the qualities of being a high-

achieving individual were also identified consistently throughout the transcripts. A sense

of entitlement has been generally affirmed by the respondents especially with their title as

an honoree. This sense of entitlement led to the fear of inconsistency in attaining their

achievements. The participants explained that since they are honorees, there are standards

set by exogenous and endogenous factors that should be maintained.

The exogenous factors include the expectations of the environment such as peers,

friends, teachers, and parents of them. The respondents fear of being rejected or judged if

they fail to be consistent with their achievements. For instance, a student noted:

“People see your potential as an honoree, but if you failed to be consistent, they’ll

probably think that they made a mistake.”

There are also endogenous factors at work which reinforce their fear of

inconsistency. Such factors include a student’s set standard for himself. Once these

standards have not been met, this will lead to disappointments and the lack of self

confidence. With both the exogenous and endogenous factors at work, the student will

begin discounting of his abilities and capabilities which then leads to the development of

the Imposter Phenomenon within him.

Behaviors/patterns. A component of the study aims to identify whether what

behavior or pattern reinforces the Imposter Syndrome in the eleventh grade, top-

49
performing, STEM students. Majority of the respondents reported that procrastination

dominates over over-preparation. Thus, whenever they succeed in a task, they feel that

the external world does not see them accurately. Want & Kleitman (2006) states that

impostors disregard their success if there is any gaps between their actual performance

and their ideal standard, which contributes to discounting of positive feedback. Since

Impostors are high achievers who also “make unreasonably low assessments of their

performance” the repetitions of success emphasize the discrepancy between their actual

and ideal standards of success as well as strengthening the feeling of being a fraud or an

impostor. However, in this study, the participants appealed that upon observing a series

of failure, their behavior of procrastination is shifted to preparation.

Synthesis of research questions

The interview among eight (8) eleventh grade, top-performing, STEM students

allowed for an insightful understanding of the prevalence of the Imposter Phenomenon.

Likewise, the themes derived from all the participants provided a description of the

presence of IP in this population.

According to the interview results, a STEM student honoree’s experiences with

Imposter Phenomenon include: fear of failure, pressure, stress, rejection to praise,

inauthentic ideation, fear of rejection, lack of self confidence, constant comparisons and

entitlement. The contexts and/or situations in which these experiences occur include

academic and environmental transitions, and being a “high-achieving” individual.

Additionally, the behavior/pattern that dominates among the students is procrastination.

50
 Chapter VI
Conclusions & Recommendations

This chapter presented the conclusions based on the results of the data gathered,

and further provided recommendations to the beneficiaries of the study and future

researchers.

Conclusions

This study sought to examine the prevalence, or lack thereof, of the Imposter

Phenomenon (IP) in a sample of eleventh-grade, top-performing Science, Technology,

Engineering, & Mathematics (STEM) students of De La Salle John Bosco College. While

several researches have shown the influence of IP in a higher based population, (Arena &

Page, 1992; Christensen et al. 2016; Clance & Imes, 1978; King & Cooley, 1995; Lane,

2015; Oriel et al., 2004), there are no studies that have utilized a sample of senior high

school students. Although this was a relatively modest exploratory study, confidence in

the generalization of the results is enhanced by the high level of consistency in the

findings, obtained using multiple methods, and the notable consensus among participants.

Based on the results of the one-on-one interviews and the themes derived from the

corresponding discussions, it is ostensible that the Imposter Phenomenon (IP) is indeed

prevalent in the eleventh grade, top-performing STEM students of DLSJBC.

Furthermore, the results of the current study suggest that students with the IP experience

symptoms (i.e. fear of failure, lack of self-confidence, unworthiness) related to imposter

phenomenon in a variety of different contexts and situations. These include educational

51
transitions (academic and environmental), being a high-achieving individual, entitlement

and fear of judgment from peers, and a corresponding behavior (procrastination). While

contexts have emerged, the idea of the Imposter Phenomenon was inclusively subjected

as a new term for the participants. It is also noted that the feeling is existing, yet they

were not aware of the term for it.

The Imposter Phenomenon is an experience which is likely to affect high-

achieving individuals, including senior high school students. While the presence of IP

constructs is by no means a detriment to eleventh grade, top-performing, STEM students,

an awareness of its patterns is essential in developing student effectiveness. Although the

presence of the IP in an individual causes them to exert effort, if the IP symptoms are

experienced frequently, the level of the effectiveness of a student is at risk.

Recommendations
The results of this study indicate an extensive prevalence of imposter constructs in

eleventh grade top-performing STEM students of DLSJBC. There are a number of ways

individuals suffering from IP feelings can reduce them. The first step is acknowledging

that “feeling incompetent and being incompetent are two different things. Discussing

personal performance with peers or a supervisor may help one to gain a better perspective

(Laursen, 2008). Clance recommends recording positive feedback - instead of denying a

compliment, “take in the positive response, and get as much nourishment as possible out

of it” (Clance & Imes, 1978).

52
 It is normal to experience IP feelings in an unfamiliar environment, but

“imposters have trouble putting those feelings in perspective and worry about their errors,

not recognizing that their colleagues make them, too” (Laursen, 2008). Knowing that

they are not alone is very beneficial to those who experience IP feelings. Becoming

aware of and identifying IP tendencies is also helpful (Matthews & Clance, 1985).

Teachers, particularly those who are advisers to students, should also be aware of

the phenomenon. Support from the teachers can be beneficial in counteracting the IP.

With the knowledge and awareness of the IP, this educational institution should be able

to create and practice plans that are beneficial to the students with IP.

Lastly, future researchers can play an important role in providing more in-depth

information on the Impostor Phenomenon in the same locale. Thus, the researchers would

like to highlight on recommendations for future studies regarding the Imposter

Phenomenon:

1. The present study surveyed only eleventh grade, top-performing STEM

students. Replicating this study using a broader sample could be

conducted. This approach would be more complex, but it would

provide a more accurate measure of the prevalence of the Imposter

Phenomenon and its constructs in the institution.

2. This study is delimited to exploring the Imposter Phenomenon in

eleventh grade, top-performing STEM students of DLSJBC. Thus, it

did not include any proposed solutions to the Imposter Phenomenon.

With this, the researchers recommend that an action research must be

commenced by the future researchers interested in the phenomenon.

53
3. The present study was conducted over a limited time span with

participants responding to the surveys after one visitation from the

researcher (or a representative for the researcher). A longitudinal study

would be helpful in clarifying changes and flexibility of the impostor

experiences in each participant. This type of study would provide

information about variables that tend to change an individual’s

impostor phenomenon experiences and how flexible those experiences

are from one situation to another.

54
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