Having attended public school for 12 years in a low-income community, I am grateful for the opportunities I earned through my hard work and commitment. However, despite my dedication to make the most of every academic experience and attend a prestigious university, during my first year I found it difficult to feel proud when my experiences seemed less significant compared to those of my peers.
I am a firm believer that the difference between public and private school education does not matter, as regardless of my background I still arrived at the same university as my peers. Yet I felt very insecure about my ability when participating in class because I didn’t sound the same as my peers or always speak as formally as others did in my classes. I thought to myself, I don't have anywhere near the same amount of background knowledge as seemingly everyone else in my classes. How am I supposed to prove myself in class if I can’t even raise my hand without worrying about coming across as “uneducated” to my classmates, let alone to my professors?
These thoughts and questions have come to not only affect me but other students as well. Impostor syndrome is “the belief that one’s academic/professional accomplishments are not due to their own capability, such as skill or intellect, but rather external factors, such as luck, effort, and receiving help from others” (Ahmed et al., 2020).
While impostor syndrome can create intimidation when trying to voice my thoughts in a space where others may seem more confident or knowledgeable, I’ve had to remind myself that professors value a range of viewpoints and encourage students to participate because they understand the power behind each individual voice, aiming to create a learning environment that is truly reflective of the real world. Engaging in class is not only about grasping concepts—it’s about actively participating, challenging ideas, and being a part of a community that pushes one another to think more critically while claiming stake in a space I worked tirelessly to reach.
Both professors and students have a role to play in addressing the impact of impostor phenomenon in the classroom. However, it is the responsibility of professors to provide a safe space for students to advocate for themselves. Acknowledging the many backgrounds of students is one way to promote a feeling of common ground among them, creating a classroom environment where a variety of perspectives are encouraged to be shared in discussions. Students can also take steps to leverage their strengths and view themselves as members of the community with something valuable to contribute.
With this in mind, here are some things instructors can do to support students who may be experiencing impostor syndrome.
Foster a trusting relationship with students.
Take time to get to know students: who they are, where they come from, and what motivates them to pursue the career they are working towards. When applicable, you can also share your own background so that they feel comfortable coming to you with questions.
- In my University Seminar freshman year, I was surrounded by peers with vastly different backgrounds from me, and the course covered a topic that hit very close to home. I was nervous about sharing my personal experiences and how they related to the course, but after the professor explained why said conversations were important and encouraged each student to express why they were passionate about learning about the topic, I felt comfortable to speak, knowing that the classroom was a place of learning, not of judgement.
Promote one-on-one engagement.
Consider meeting with students who do not participate often in class—for example, by requiring one to two office hours appointments at the start of the semester—to try and ease their concerns or provide insight on how to get over the fear of speaking up. This helps students show that they are engaging with the course material and allows them to foster a connection with the professor.
- During my first semester sophomore year, I was taking a class in a subject I had never studied before, and because I also did not have any friends in the class, I was not comfortable participating in discussions. My professor reached out to me via email encouraging me to participate, saying that he was confident that I had valuable points to share with the class. I still did not feel comfortable participating in class, but it made me more comfortable with my professor, which eventually led to me speaking with him directly when I had questions, allowing me to not only gain my participation points but also to perform well in the class overall.
Although it can feel like I have to work twice as hard as others just to catch up, to compensate for the foundational knowledge I feel I may lack because of my public school education, I still put my best effort in every course, assignment, and discussion, regardless of the challenge. Impostor syndrome is real, but I’ve come to realize that my differences aren’t setbacks; they’re a driving force that can help me achieve my goals while also meeting the expectations my professors set for the course.
Ariana Krebel is a student partner in the Inclusive Pedagogy Partnership program offered by Notre Dame Learning’s Kaneb Center for Teaching Excellence. A member of Notre Dame’s class of 2027, she is studying global affairs and sociology.