Imposter Syndrome Sources 

Curated by Keira Nelson, PSIII Intern Teacher at the University of Lethbridge 

Looking for some more sources about Imposter Syndrome? Look no further!  
 
Brems, C., Baldwin, M. R., Davis, L., & Namyniuk, L. (1994). The Imposter Syndrome as 
Related to Teaching Evaluations and Advising Relationships of University Faculty 
Members.​ The Journal of Higher Education, Mar. - Apr. 1994, Vol​. 65(2), 183-193. 
https://www.jstor.org/stable/2943923 
Brems et al. conducted a study regarding the efficacy of university instructors 
when impacted with Imposter Syndrome, and how feelings of self-doubt can impact 
the effectiveness of a teacher’s lessons. Brems et al. found that teachers who are 
more doubtful of their own performance of a teacher are likely to be less effective 
teachers, with less beneficial relationships with students, a lessened ability to 
answer student questions, and a lower level of enthusiasm in the classroom. The 
study did not contain any strategies of how to address Imposter Syndrome, since it 
was more about the data of what impact it has on students, but it is interesting to 
note that students can unconsciously pick up on a teacher’s Imposter Syndrome.  
 
Clance, P. R. (2013). ​Dr. Pauline Rose Clance - IMPOSTER PHENOMENON​. Dr. Pauline  
Rose Clance. https://paulineroseclance.com/impostor_phenomenon.html 
Pauline Clance is one of the originators of the term “Imposter Syndrome.” Spurned 
by her experiences in graduate school, Clance dove into research regarding the 
feeling that everyone secretly felt. Also found here is Clance’s “Clance Imposter 
Phenomenon Scale,” or CIPS. CIPS is a 2 page test of sorts where the test-taker can 
rank their feelings of self-doubt in various scenarios, and add up the numbers at the 
end to calculate their Imposter Phenomenon score. There is no official diagnosis 
offered, but it is noted that “the higher the score, the more frequently and seriously 
the Imposter Phenomenon interferes in a person’s life.” As teachers, knowing how 
often we experience Imposter Syndrome even subconsciously can be an important 
start in ridding oneself of the feeling entirely.  
 
Dalla-Camina, M. (2018, September 3). ​The Reality of Imposter Syndrome.​ Psychology 
Today.  
https://www.psychologytoday.com/ca/blog/real-women/201809/the-reality-im
poster-syndrome 
Dalla-Camina’s article for the “Real Women” column of Psychology Today is more a 
recognition of Imposter Syndrome rather than a list of solutions or of personal 
experiences. She focuses on how it impacts women every day, and how it’s based 
on the inherent reactions of women to circumstance. The solutions provided 
include speaking out about the feeling, getting feedback for validation, and 
reaffirming a woman’s position within her workplace through feedback. 
Dalla-Camina also writes about confidence, and how an imposter’s courage in 
themselves can be hindered, thus keeping them from future opportunities that are 
within reach, but appear to be too far away. There are also links to find 
opportunities for therapists near the reader’s location, which is a helpful and 
meaningful connection to make.  
 
Ellis, M. (2019, May 23). ​Five Ways Teachers and Trainers Can Manage Imposter 
Syndrome.​ The Teaching Space. 
https://www.theteachingspace.com/blog/imposter-syndrome 
Ellis’ blog post is based on a podcast she writes and produces, entitled “The 
Teaching Space.” Podcasts are a great way to gain valuable information without 
having to sit and read for a long period of time, since everyone knows that a 
teacher’s time is so valuable. Ellis provides her own experience with Imposter 
Syndrome, and references several possible causes of the feeling. She also provides 
many strategies for managing Imposter Syndrome, and they are more practical 
than just “pull yourself up by your bootstraps,” which we all know isn’t helpful. 
 
Hillsmith, C. (2020, Feb 7). ​Imposter Syndrome - Life as an English Teacher.​ Life as an 
English Teacher. https://misshillsmith.com/2020/02/07/imposter-syndrome/ 
 Hillsmith’s attitude towards Imposter Syndrome is more conversational and 
describes her personal experiences with the condition. Her language is easy to 
follow, and she is very personal in describing a situation in which she felt like an 
imposter. However, her suggestions for beating Imposter Syndrome are only 
scratching the surface of what actually helps, with the first suggestion being 
“believe in yourself.” This is a surface level addressing of a greater systemic issue, 
and still places the onus on the teacher that they are somehow doing something 
wrong​ in their thought practice.  
 
McGregor, L. N., Gee, D. E., & Posey, K. E. (2008). I Feel lIke a Fraud and it Depresses  
Me: the Relation Between the Imposter Phenomenon and Depression. ​Social 
Behaviour and Personality, 36(​ 1), 43-48. https://doi.org/10.2224/sbp.2008.36.1.43 
McGregor et al.’s 2008 study of college students and their experiences with 
Imposter Syndrome is enlightening, but can provide a false sense of connection 
between Imposter Syndrome and depression. The study found a “positive 
correlation between IP (Imposter Phenomenon) scores and BDI (Beck Depression 
Inventory) scores” (46). However, this does not mean that every imposter is 
depressed, or that every depressed person is an imposter. There is also no 
connection between Imposter Syndrome causing clinical depression. The only 
conclusion made is that there is a connection in the symptoms of both conditions, 
because the negative thoughts of Imposter Syndrome are similar to the negative 
thoughts of depression. The research can be interpreted to suggest that individuals 
of Imposter Syndrome cannot withstand the symptoms of Imposter Syndrome for 
extended periods of time. Those with depression often seek professional help due 
to the same symptoms, so it is reasonable to assume that individuals with Imposter 
Syndrome might feel a similar way, but without the acceptance often found with 
other mental illnesses.  
 
 
Nance-Nash, S. (2020, July 27). ​Why imposter syndrome hits women and women of colour 
 harder​. BBC Equality Matters. 
https://www.bbc.com/worklife/article/20200724-why-imposter-syndrome-hits-
women-and-women-of-colour-harder 
Nance-Nash’s exploration of the power disparity of women in professional 
environments, which would include schools as well: it is worth noting that there are 
more women at the teacher level and more men in administration levels of school, 
which has the potential to spurn a teacher’s Imposter Syndrome to an even higher 
extent. Nance-Nash is writing from a broader perspective, looking at the woman’s 
stance in corporate life in general, but the sentiment of Imposter Syndrome as an 
issue for those lacking power holds true in education.  
 
UConn Center for Excellence in Teaching and Learning. (n.d.). ​What? So what? Now what?  
model.​ Centre for Excellence in Teaching and Learning. 
https://cetl.uconn.edu/what-so-what-now-what-model/# 
Rolfe, Freshwater and Jasper originally created the ​What? So What? Now What? 
Model to help reflect on one’s thought process regarding transformative thinking. 
The University of Connecticut’s walkthrough of the thoughts, including questions 
and prompts to ask yourself when going through the process, is a helpful resource 
in attempting to overcome Imposter Syndrome. The focus is moved from looking at 
the event (the “What”), describing why the event mattered (“So What”), and finally 
looking at the next steps (the “Now What”). Even if someone does not use this 
strategy for Imposter Syndrome specifically, the process of breaking down an 
event into something more manageable with guiding questions is a therapeutic and 
helpful process.  
 
 
 
Watson, A. (2017, Nov 12). ​7 ways teachers can push past imposter syndrome.​ The  
 Cornerstone for Teachers. 
https://thecornerstoneforteachers.com/truth-for-teachers-podcast/imposter-sy
ndrome/ 
Angela Watson’s blog and podcast, ​The Cornerstone for Teachers​, provides a 
reflection on Imposter Syndrome in teachers and how teachers can push past it. 
Watson’s linked blog post about how “your classroom does not have to be 
Pinterest-worthy” is a refreshing change from the ever-present toxic positivity 
often found in teacher self-help blogs. Watson also presents her material in a 
podcast format, so teachers can listen on the commute or while doing something 
else. The strategies feel realistic and attainable for teachers to implement when 
they can, instead of becoming an extra “thing” to add to a busy schedule. Watson’s 
focus is often on anxiety and freeing yourself from those types of feelings, so 
Imposter Syndrome fits under the umbrella of her expertise.  
 
Weir, K. (2013). Feel like a fraud? ​gradPSYCH Magazine​, ​2013​(11), 24. 
https://www.apa.org/gradpsych/2013/11/fraud 
Focusing on graduate students and the specific experience they may have with 
Imposter Syndrome, Weir compiles stories of various students at universities 
across the United States. Weir also provides some helpful strategies for facing 
imposter feelings, and how graduate students (and more) can try to overcome the 
pressure to achieve. Weir’s compilation of stories make the reader feel like they 
are not alone in feeling these self-doubt feelings- a reassurance to all.