scholarly journals The Impostor Phenomenon Among Postdoctoral Trainees in STEM: A US-Based Mixed-Methods Study

10.28945/4589 ◽  
2020 ◽  
Vol 15 ◽  
pp. 329-352 ◽  
Author(s):  
Devasmita Chakraverty
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Mixed Methods ◽  
Academic Writing ◽  
Future Research ◽  
Impostor Phenomenon ◽  
Development Programs ◽  
Postdoctoral Training ◽  
Impostor Feelings ◽  
Academic Communication

Aim/Purpose: This mixed-methods research study examined impostor phenomenon during postdoctoral training in science, technology, engineering and mathematics (STEM) through the following research question: “What are the manifestations of the impostor phenomenon experienced during postdoctoral training in STEM?” Background: The impostor phenomenon occurs when competent, high-achieving students and professionals believe that they are fraud and will be exposed eventually. It involves fear of failure, lack of authenticity, feeling fake or fraud-like, denial of one’s competence, and is linked to lower self-esteem, mental health consequences, and lack of belonging. Methodology: This study was conducted with US-based postdoctoral trainees (or postdocs) using mixed-methods approach. The study examined aspects of impostor phenomenon among 43 postdocs by converging survey data using Clance Impostor Phenomenon Scale (CIPS) and qualitative data from semi-structured interviews from the same participants. Both convenience and snowball sampling were used. Majority of the participants were White, female, and from science disciplines. Interview findings were organized into themes using constant comparative method and analytic induction. Contribution: Findings pointed to the need for better designing professional development programs for postdocs that would: 1) address fears and insecurities due to impostor-feelings, 2) normalize conversations around perceived failure, judgment, and one’s lack of belonging, and 3) provide support with networking, mentoring, academic communication, and mental health challenges. Findings: Survey results indicated moderate to intense impostor-feelings; interviews found six triggers of the impostor phenomenon during postdoctoral training: 1. not pursuing new things, 2. not making social connections, 3. impaired academic communication, 4. not applying, 5. procrastination and mental health, and 6. feeling undeserving and unqualified. Current findings were compared with prior findings of impostor-triggers among PhD students who also experienced the first three of these challenges during doctoral training: challenges to applying newly learnt knowledge in other domains, reaching out for help, and developing skills in academic communication verbally and through academic writing. Recommendations for Practitioners: The office of postdoctoral affairs could design professional development programs and individual development plans for those experiencing the impostor phenomenon, focusing on strengthening skills (e.g., academic writing) in particular. There was an environmental and systemic dimension to the imposter phenomenon, perhaps more prevalent among women in STEM. The academy could devise ways to better support scholars who experience this phenomenon. Recommendation for Researchers: Research characterizing the qualitative characteristics of the impostor phenomenon across the STEM pipeline (undergrads, PhD students, postdocs, and faculty) would help understand if the reasons and manifestations of this phenomenon vary among differing demographics of students and professionals. Impact on Society: Organizations could focus on the training, development, mental health, and stressors among postdocs in STEM, particularly by focusing on career transition points (e.g., PhD to postdoc transition, postdoc to faculty transition), especially for those at-risk of experiencing this phenomenon and therefore dropping out. Future Research: Future research could examine how to manage or overcome the impostor phenomenon for students and professionals, focus on disciplines outside STEM, and investigate how socialization opportunities may be compromised due to this phenomenon. Longitudinal studies might characterize the phenomenon better than those that focused on the impostor phenomenon at a single time-point.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

Social media efficacy and workplace relationships

2020 ◽  
Vol 25 (3) ◽  
pp. 463-476
Author(s):  
Jason Snyder ◽  
Mark D. Cistulli
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Policy Development ◽  
Online Survey ◽  
Future Research ◽  
Development Programs ◽  
Content Type ◽  
Professional Development Programs ◽  
Communication Privacy ◽  
Supervisor Trust

PurposeWith the increase of social media usage in the workplace as a background, this paper specifically addresses social media efficacy's and social media privacy's impact on supervisor and subordinate trust, affective organizational commitment (AOC) and organizational citizenship behavior (OCB) through the theoretical lens of communication privacy management (CPM) theory.Design/methodology/approachAn online survey of 337 full- and part-time workers was conducted.FindingsPath models showed that social media efficacy positively influenced social media privacy which in turn impacted both supervisor trust and subordinate trust. Supervisor trust was positively related to AOC, while subordinate trust positively influenced OCB. t-tests revealed differences between workers who have social media relationships with supervisors and/or subordinates and those workers without such relationships.Practical implicationsIf workers believe they are adept at using social media, they will also be less concerned about the company's ability to infringe upon privacy through unwanted access to social media content. If social media efficacy drives perceptions of social media privacy and indirectly influences trust and organizational outcomes then it may be worthwhile for organizations to help enhance workers' feelings of social media efficacy through professional development programs.Originality/valueThis study is the first to extend research on workplace communication privacy into the realm of social media. Social media relationships also influence the work environment. These findings can be used as information in future research as well as policy development and professional development programs.

scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

Recovery processes within peer provision: testing the CHIME model using a mixed methods design

2020 ◽  
Vol 15 (5) ◽  
pp. 287-302
Author(s):  
Grace Zeng ◽  
Donna Chung
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Future Research ◽  
Online Questionnaire ◽  
Content Type ◽  
Face To Face ◽  
Recovery Processes ◽  
Mental Health Support ◽  
Two Stages

Purpose Previous studies have pointed the need for more research, which explores how peer provision brings about change associated with recovery. This study aims to test Leamy’s framework, which consists of five recovery processes: connectedness, hope, identity, meaning and empowerment (also known as the CHIME framework) within the peer provision context. Design/methodology/approach This mixed-methods study was completed in two stages. A total of 13 face-to-face interviews were conducted with peers and the transcripts were analysed thematically. A short online questionnaire was completed by 12 peers and analysed with both descriptive statistics and thematic analysis. Findings The participants spoke about the value of peer providers (PPs) in building connectedness, fostering hope and optimism, growing identity, enhancing meaning and empowerment (CHIME). However, their connectedness was hindered by external circumstances and the intrapersonal capacities of their PP. Practical implications The CHIME framework was useful in highlighting stages in which peers moved through their recovery and its corresponding PP involvement. PPs were also found to promote motivation, which was a key driver in their peers’ recoveries. Further research is needed to test frameworks that account for wider systemic issues and the role PPs play in enhancing motivation. Originality/value This study has identified the usefulness of the CHIME framework in describing peer provision. It contributes to our understanding of how peer provision can promote recovery in persons with mental health challenges. It lays the groundwork for future research into examining the role of peer provision in recovery and its distinctiveness from other forms of mental health support.

scholarly journals A Mixed Methods Exploration of Surf Therapy Piloted for Youth Well-Being in Post-Conflict Sierra Leone

2021 ◽  
Vol 18 (12) ◽  
pp. 6267
Author(s):  
Jamie Marshall ◽  
Sallu Kamuskay ◽  
Michaella Margaedah Samai ◽  
Isha Marah ◽  
Fanta Tonkara ◽  
...  
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Sierra Leone ◽  
Youth Mental Health ◽  
Well Being ◽  
Future Research ◽  
Post Conflict ◽  
Sport For Development ◽  
Rigorous Research ◽  
Negative Effect

Young people in post-conflict and post-epidemic contexts such as Sierra Leone face a range of mental health challenges as part of their daily life. An innovative approach to Sport for Development that could offer support to youth mental health is surf therapy. This research used an uncontrolled mixed methods approach to explore surf therapy pilots run by five youth-focused and community development organizations around Freetown. Four sites provided useable pre/post data using the Stirling Children’s Well-Being Scale (n = 58, average age = 12.9). Three sites were associated with significant (p < 0.017) large effects (r = 0.65–0.84) on participant well-being. One site was associated with a non-significant (p < 0.380) small negative effect (r = −0.22). A synthesis of qualitative data within the five evaluations triangulated with quantitative findings and provided important context in terms of challenges to service delivery. This included low attendance as a plausible mediator for why one site saw very different results than other sites. Combined, these processes highlight the need for future research exploring possible dose-response relationships in surf therapy. This study also provides a foundation for more rigorous research in the future. These promising findings support continued and optimized delivery of surf therapy in Sierra Leone to support youth mental health.

scholarly journals Impostor Phenomenon Among Engineering Education Researchers: An Exploratory Study

10.28945/4883 ◽  
2021 ◽  
Vol 16 ◽  
pp. 757-776
Author(s):  
Devasmita Chakraverty
Keyword(s):  
Education Research ◽  
Engineering Education ◽  
Research Training ◽  
Communication Styles ◽  
Future Research ◽  
Doctoral Training ◽  
Impostor Phenomenon ◽  
Research Methodologies ◽  
Academic Communication ◽  
Engineering Education Research

Aim/Purpose: The purpose of this study was to explore reasons that engineering education researchers experience impostor phenomenon. Background: Experiencing impostor phenomenon includes a psychological discomfort experienced by some high-achieving individuals who, by the very virtue of being successful, mistakenly believe that they are fraudulent and faking their success. Impostor phenomenon has been studied more broadly in science, technology, engineering, and mathematics (STEM), with little research specifically in engineering and computer science and none, to the author’s knowledge, in engineering education research. As an emerging discipline, some of the challenges in engineering education research include its poor connection with engineering teaching and learning, establishing multidisciplinary collaborations, and advancing global capacity. As a result of its poor connection with engineering fields, and being a new discipline, it is possible that engineering education researchers hold an identity that is different from engineering researchers. Some of them could be experiencing their training differently, struggling to find mentors from a similar background, and possibly feeling like impostors. Methodology: Using purposive sampling and snowball sampling, US-based engineering education researchers participated in a short survey and a semi-structured interview. The survey consisted of demographic questions, items of the Clance Impostor Phenomenon Scale, and an open-ended question about an instance when participants experienced impostor phenomenon. Interviews examined, in detail, reasons for experiencing impostor phenomenon as engineering education researchers. The scale provided a measure of the intensity of impostor phenomenon. Interviews were analyzed inductively through constant comparison using a constructivist approach. Contribution: Findings indicate various axes of othering that made it difficult to develop a sense of belonging, especially for women, and contributed to impostor phenomenon. Othering occurred through identity-based experiences (gender-identity, engineer-identity), different methodologies used to conduct research, and different vocabulary used for academic communication. Findings: The sample comprised of eleven participants (PhD students, postdoctoral scholars, and faculty), all of whom experienced high to intense impostor phenomenon (range: 61-91/100; mean 75.18). Participants were predominantly white women from twenties to forties. Interviews indicated two reasons for experiencing impostor phenomenon: (1) existing in a separate world from engineering (referring to cultural differences between engineering and engineering education including differences in communication styles, methodologies, and identities); and, (2) facing gendered experiences (for women). Recommendations for Practitioners: It is recommended that practitioners are mindful of the tensions between worldviews, commonly used methodologies, and demographic differences between engineering research and engineering education research that could shape one’s experience in the field and contribute to “othering” during doctoral training and thereafter. Recommendation for Researchers: Doctoral and post-doctoral training in engineering education research could be more inclusive and open to different research methodologies. Future studies deeply exploring various training challenges experienced by engineering education researchers could illuminate how the field could become more inclusive. Impact on Society: The current study provides a nuanced understanding of the dichotomy between engineering and engineering education research, including the different styles in academic communication, research methodologies used, and identities. It also provides an understanding of the gendered experiences women have in the field, pointing to an overt or covert lack of recognition. Both these factors could make some feel like outsiders or impostors who question themselves and doubt their competencies and belonging in the field. Attrition from the field could be costly, even to the society, at large, given that the field is relatively new, evolving, and not (yet) as diverse in its worldviews, methodologies, and the demography of those it attracts for doctoral training and beyond. The study provides evidence-based understanding of how training in engineering education researchers could be re-imagined. Future Research: Future research could examine, in detail, aspects of engineering education research training that may contribute to impostor phenomenon, poor belonging, poor identity, and othering experiences.

scholarly journals Identifying Training Needs of In-Service EFL Teachers in Inclusive Schools in Egypt

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Amira desouky Ibrahim Ali
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Inclusive Education ◽  
Behavioral Problems ◽  
Primary Schools ◽  
Project Based Learning ◽  
Future Research ◽  
Development Programs ◽  
Curriculum Adaptation ◽  
Professional Development Programs

With the implementation of inclusion in public schools in Egypt, there are demands for improving the professional development programs provided to in-service teachers concerning inclusive education. To that end, this mixed methods study aimed to identify the needs and preferences of English as a Foreign Language teachers regarding working with special-need students. The study also sought to explore the relationship between participants’ profile and their needs. Two hundred eighteen in-service teachers at primary schools in Egypt were selected by cluster sampling method to participate in a need assessment questionnaire while eight were interviewed. Participants reported lack of training in inclusive education, large class size, negative attitudes, shortage of time, heavy workload, and unfamiliarity with necessary strategies as barriers to inclusion. In addition, participants prioritized their needs for identification of language disorders, teaching methods, individualized instruction through curriculum adaptation and Individualized Educational Plans, and controlling behavioral problems. There were significant differences in participants’ needs based on age, years of experience and qualifications. The teachers preferred face-to-face workshops, mentor-supported learning and project-based learning besides morning sessions in weekdays. Recommendations for professional development programs and future research were provided.

scholarly journals PhD Student Experiences with the Impostor Phenomenon in STEM

10.28945/4513 ◽  
2020 ◽  
Vol 15 ◽  
pp. 159-179 ◽  
Author(s):  
Devasmita Chakraverty
Keyword(s):  
Retention Rates ◽  
High Achievers ◽  
Student Experiences ◽  
Future Research ◽  
Impostor Phenomenon ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Research Findings ◽  
Impostor Feelings ◽  
And Mathematics

Aim/Purpose: This US-based study explored various facets of impostor phenomenon experienced during PhD training in science, technology, engineering, and mathematics (STEM). Specifically, the purpose of this research was to identify certain experiences that trigger this phenomenon. Background: Competent high-achievers who do not believe in their efforts leading to accomplishments sometimes experience the impostor phenomenon. It is characterized by the notion that one has fooled others into overestimating their ability, not attributing one’s accomplishments to ability, and living with the fear of being discovered as a fraud. Methodology: Data were collected using convenience and snowball sampling. Qualitative, semi-structured interviews from 90 PhD students were analyzed thematically. Contribution: Study findings contribute to a less-understood area of what constitutes triggers for the impostor phenomenon among PhD students in STEM fields. Findings: Participants described the following themes that triggered impostor phenomenon during PhD training: 1) Progress and public recognition, 2) Comparing oneself with others, 3) Developing skills: public speaking and scientific writing. 4) Application of new knowledge, and 5) Asking for help. Recommendations for Practitioners: PhD faculty, mentors, advisers, and administrators should be cognizant of the triggers that could give rise to the impostor phenomenon among their students. Professional development activities for students could focus on earlier and more rigorous training for improving scientific communication. Recommendation for Researchers: Future research should continue to explore if other stakeholders in academia such as postdoctoral trainees and faculty also experience similar stress due to the impostor phenomenon. Impact on Society: Institutes of higher education should continue to focus on improving student mental health and retention rates, alleviating some of the PhD training stressors by designing interventions that improve students’ mindset and self-efficacy. Future Research: Findings point to avenues for further research on how to support those with impostor phenomenon. Future research could explore the topic in other disciplines outside STEM and examine if long-term interventions could mitigate impostor-feelings, including the nature and length of interventions that could be helpful.

scholarly journals Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

2016 ◽  
Vol 4 (1) ◽  
pp. 160 ◽  
Author(s):  
Nguyen Thi Do Quyen ◽  
Ahmad Zamri Khairani
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Development Program ◽  
Formative Assessments ◽  
Future Research ◽  
Development Programs ◽  
Asian Countries ◽  
Future Studies ◽  
Inadequate Knowledge ◽  
Micro Level

This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso- and macro- level) based on Kozma’s model, which examines contextual factors influencing teachers’ classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions.

scholarly journals Evaluation of an anti-stigma campaign related to common mental disorders in rural India: a mixed methods approach

2016 ◽  
Vol 47 (3) ◽  
pp. 565-575 ◽  
Author(s):  
P. K. Maulik ◽  
S. Devarapalli ◽  
S. Kallakuri ◽  
A. Tewari ◽  
S. Chilappagari ◽  
...  
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Help Seeking ◽  
Common Mental Disorders ◽  
Qualitative Interviews ◽  
Social Contact ◽  
Future Research ◽  
Post Intervention ◽  
Middle Income ◽  
Major Barrier

BackgroundStigma related to mental health is a major barrier to help-seeking resulting in a large treatment gap in low- and middle-income countries (LMIC). This study assessed changes in knowledge, attitude and behaviour, and stigma related to help-seeking among participants exposed to an anti-stigma campaign.MethodThe campaign, using multi-media interventions, was part of the SMART Mental Health Project, conducted for 3 months, across 42 villages in rural Andhra Pradesh, in South India. Mixed-methods evaluation was conducted in two villages using a pre-post design.ResultsA total of 1576 and 2100 participants were interviewed, at pre- and post-intervention phases of the campaign. Knowledge was not increased. Attitudes and behaviours improved significantly (p < 0.01). Stigma related to help-seeking reduced significantly (p < 0.05). Social contact and drama were the most beneficial interventions identified during qualitative interviews.ConclusionThe results showed that the campaign was beneficial and led to improvement of attitude and behaviours related to mental health and reduction in stigma related to help-seeking. Social contact was the most effective intervention. The study had implications for future research in LMIC.

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