Impostor Phenomenon Responses of Early Career Music Education Faculty

Abstract

This study was designed to examine to the extent to which impostor feelings, symptomatic of the psychological condition impostor phenomenon (IP), would be evident in early career university-level music educators. Those experiencing IP are typically successful individuals yet with impostor feelings that may include debilitating psychological effects related to an irrational fear of failure and exposure as a “fraud.” Participants were post–doctoral degree music education faculty in their first 4 years of full-time college teaching ( N = 54). They responded to the Clance Impostor Phenomenon Scale and to scales adapted for faculty roles of undergraduate teaching, graduate teaching, and research. Results indicated that all participants experienced a moderate or higher level of impostor feelings on at least one of the scales, with five responses indicating intense impostor feelings on at least three scales. Participants’ responses to the Undergraduate Teaching Scale were the most positive. Scores for the Research Scale generated the strongest IP feelings, falling into the frequent or intense category for over 70% of the participants. Strategies that may help faculty members assuage or overcome their impostor feelings include realizing that they are not alone, working with peers, mentors and role models, and acquiring relevant experiences during doctoral preparation.