Carmichael Nikkola, Zayhowski Kimberly, Saenz Diaz Joselyn
Medical Sciences and Education, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts, USA.
Department of Obstetrics and Gynecology, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts, USA.
J Genet Couns. 2025 Jun;34(3):e2004. doi: 10.1002/jgc4.2004. Epub 2024 Dec 4.
"Imposter syndrome" is a term used to describe feelings of pervasive self-doubt despite evident success. It is the lay version of "imposter phenomenon," a concept that was proposed as an explanation for why highly accomplished (mostly white and middle- to upper-class) women persisted in believing that their success was due to luck or a mistake despite evidence to the contrary. However, the experience of imposter syndrome in genetic counseling, particularly among Black, Indigenous, and People of Color (BIPOC) individuals, remains underexplored. This study investigates the etiologies and impacts of imposter syndrome among BIPOC genetic counseling students with the aim of elucidating how the term is used and identifying potential interventions. We conducted semi-structured interviews with 26 participants who were part of a longitudinal constructivist grounded theory study investigating the training experiences of BIPOC genetic counseling students. Using reflexive thematic analysis, we constructed themes related to self-doubt, classroom and clinical performance, identity, and disclosing imposter syndrome feelings to others. Participants described imposter syndrome as arising from concerns that they were unprepared for their training program, less qualified than their peers, or admitted by accident or due to their BIPOC identity. Some participants attributed imposter syndrome to being a BIPOC student in a predominantly white profession. Comparisons to classmates and practicing genetic counselors, academic struggles, and anxiety about clinical rotations exacerbated imposter syndrome. Our findings underscore the multifaceted nature of imposter syndrome among BIPOC genetic counseling students and the need for a multipronged approach to mitigate its harmful effects. For BIPOC students, training programs should recognize that imposter syndrome is intertwined with racial inequities within the field that position them as imposters. We propose that supportive relationships with classmates, BIPOC mentors, and other BIPOC students can reduce imposter syndrome and enhance student well-being and academic success.
“冒名顶替综合症”是一个用来描述尽管已取得显著成功，但仍普遍存在自我怀疑情绪的术语。它是“冒名顶替现象”的通俗说法，这一概念最初被提出是为了解释为什么成就卓越（大多是白人以及中上层阶级）的女性尽管有相反的证据，却仍然坚信自己的成功是靠运气或偶然，而非自身能力。然而，在遗传咨询领域，尤其是黑人、原住民和有色人种（BIPOC）个体中，冒名顶替综合症的相关研究仍显不足。本研究旨在探究BIPOC遗传咨询专业学生中冒名顶替综合症的病因及影响，以阐明该术语的使用方式，并确定可能的干预措施。我们对26名参与者进行了半结构化访谈，这些参与者是一项纵向建构主义扎根理论研究的一部分，该研究旨在调查BIPOC遗传咨询专业学生的培训经历。通过反思性主题分析，我们构建了与自我怀疑、课堂及临床表现、身份认同以及向他人透露冒名顶替综合症感受相关的主题。参与者表示，冒名顶替综合症源于他们担心自己对培训项目准备不足、比同龄人资质差，或者是因偶然因素或因其BIPOC身份而被录取。一些参与者将冒名顶替综合症归因于自己作为BIPOC学生身处一个以白人为主导职业的现状。与同学和执业遗传咨询师的比较、学业上的困难以及对临床实习的焦虑加剧了冒名顶替综合症。我们的研究结果强调了BIPOC遗传咨询专业学生中冒名顶替综合症的多面性，以及采取多管齐下的方法减轻其有害影响的必要性。对于BIPOC学生来说，培训项目应认识到冒名顶替综合症与该领域内的种族不平等交织在一起，这种不平等将他们置于冒名顶替者的位置。我们建议，与同学、BIPOC导师以及其他BIPOC学生建立支持性的关系，可以减少冒名顶替综合症，提高学生的幸福感和学业成绩。
