This study investigated whether first-generation female students experience the Impostor Phenomenon, and the extent these students suffer from the phenomenon. A convenience sample was used to draw from a targeted group of 205 first-generation college students. The method of data collection was a self-reporting survey, the Survey of First-Generation College Students, which consisted of a demographic survey and the Clance Impostor Phenomenon Scale (CIPS). Descriptive statistics found 90% of students in this study experienced impostor feelings. Of those experiencing IP, 31.7% experienced moderate feelings, 45% experienced frequent feelings, and 13.3% of participants reported intense feelings. Fear and hesitation of potential performance and doing poorly when completing tasks were most prevalent amongst these IP sufferers. Independent sample t-test found no significant relationship between feelings of IP based on the student's cultural or ethnic minority status, parents with less than a high school education, or receipt a Federal Pell Grant. Bivariate (Pearson) correlations found no differences between IP feelings and time in college, nor between IP feelings and grade point average. Although no differences were found between the varying demographic characteristics, the negative effects of IP on students are well documented. Therefore, the need to understand IP is valuable when identifying those at risk of leaving, and strategic planning necessary to retain and graduate these students.
","abstract_html":"<p>This study investigated whether first-generation female students experience the Impostor Phenomenon, and the extent these students suffer from the phenomenon. A convenience sample was used to draw from a targeted group of 205 first-generation college students. The method of data collection was a self-reporting survey, the Survey of First-Generation College Students, which consisted of a demographic survey and the Clance Impostor Phenomenon Scale (CIPS). Descriptive statistics found 90% of students in this study experienced impostor feelings. Of those experiencing IP, 31.7% experienced moderate feelings, 45% experienced frequent feelings, and 13.3% of participants reported intense feelings. Fear and hesitation of potential performance and doing poorly when completing tasks were most prevalent amongst these IP sufferers. Independent sample t-test found no significant relationship between feelings of IP based on the student's cultural or ethnic minority status, parents with less than a high school education, or receipt a Federal Pell Grant. Bivariate (Pearson) correlations found no differences between IP feelings and time in college, nor between IP feelings and grade point average. Although no differences were found between the varying demographic characteristics, the negative effects of IP on students are well documented. Therefore, the need to understand IP is valuable when identifying those at risk of leaving, and strategic planning necessary to retain and graduate these students. </p>","abstract_has_math":false,"creators":["Martin, Martina A."],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-01-01T08:00:00Z","date_published":"2018-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:47Z","subjects":["First-generation","Higher Education","Psychology"],"languages":[],"rights":["Copyright 2018 Martina A. Martin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/574","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Martin, Martina A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["First-generation","Higher Education","Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Martina A. Martin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/574"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated whether first-generation female students experience the Impostor Phenomenon, and the extent these students suffer from the phenomenon. A convenience sample was used to draw from a targeted group of 205 first-generation college students. The method of data collection was a self-reporting survey, the Survey of First-Generation College Students, which consisted of a demographic survey and the Clance Impostor Phenomenon Scale (CIPS). Descriptive statistics found 90% of students in this study experienced impostor feelings. Of those experiencing IP, 31.7% experienced moderate feelings, 45% experienced frequent feelings, and 13.3% of participants reported intense feelings. Fear and hesitation of potential performance and doing poorly when completing tasks were most prevalent amongst these IP sufferers. Independent sample t-test found no significant relationship between feelings of IP based on the student's cultural or ethnic minority status, parents with less than a high school education, or receipt a Federal Pell Grant. Bivariate (Pearson) correlations found no differences between IP feelings and time in college, nor between IP feelings and grade point average. Although no differences were found between the varying demographic characteristics, the negative effects of IP on students are well documented. Therefore, the need to understand IP is valuable when identifying those at risk of leaving, and strategic planning necessary to retain and graduate these students.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Investigations Of The Impostor Phenomenon Among Female First-Generation College Students And A Research University"]}]}],"canonical_facts":{"dc:creator":["Martin, Martina A."],"dc:description.abstract":["This study investigated whether first-generation female students experience the Impostor Phenomenon, and the extent these students suffer from the phenomenon. A convenience sample was used to draw from a targeted group of 205 first-generation college students. The method of data collection was a self-reporting survey, the Survey of First-Generation College Students, which consisted of a demographic survey and the Clance Impostor Phenomenon Scale (CIPS). Descriptive statistics found 90% of students in this study experienced impostor feelings. Of those experiencing IP, 31.7% experienced moderate feelings, 45% experienced frequent feelings, and 13.3% of participants reported intense feelings. Fear and hesitation of potential performance and doing poorly when completing tasks were most prevalent amongst these IP sufferers. Independent sample t-test found no significant relationship between feelings of IP based on the student's cultural or ethnic minority status, parents with less than a high school education, or receipt a Federal Pell Grant. Bivariate (Pearson) correlations found no differences between IP feelings and time in college, nor between IP feelings and grade point average. Although no differences were found between the varying demographic characteristics, the negative effects of IP on students are well documented. Therefore, the need to understand IP is valuable when identifying those at risk of leaving, and strategic planning necessary to retain and graduate these students.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/574"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2018 Martina A. Martin"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["First-generation","Higher Education","Psychology"],"dc:title":["Investigations Of The Impostor Phenomenon Among Female First-Generation College Students And A Research University"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:47Z"}