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This study explores feelings associated with the impostor phenomenon (IP) as experienced by six doctoral students in a higher education program. Using data gathered from semi-structured interviews and a focus group, our analysis revealed that participants had feelings related to perceptions of inadequacy and academic preparedness. The authors found that first semester coursework, participants’ racial identity, and family expectations shape IP feelings. Results provide insights for faculty on how doctoral students may experience the classroom.
Craddock et al. (Sat,) studied this question.