Racism camouflaged as impostorism and the impact on Black STEM doctoral students

McGee, Ebony O.; Botchway, Portia K.; Naphan-Kingery, Dara E.; Brockman, Amanda J.; Houston, Stacey; White, Devin T.

doi:10.1080/13613324.2021.1924137

Cited by 118Critical Race Theory in EducationRacial and Ethnic Identity ResearchCareer Development and Diversity

Racism camouflaged as impostorism and the impact on Black STEM doctoral students

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McGee, Ebony O., Botchway, Portia K., Naphan-Kingery, Dara E., Brockman, Amanda J., Houston, Stacey, White, Devin T.·2022·Race Ethnicity and Education

DOI 10.1080/13613324.2021.1924137

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Abstract

Black doctoral students in engineering and computing fields experience racialized stress, as structural racism in STEM takes a toll on their sense of belonging and acceptance as intellectually competent in comparison to White and some Asian peers and faculty. Black doctoral students are often told by campus administrators that the source of this racialized stress is impostorism and it is curable. In this article, we employ phenomenological analysis to examine how 54 Black engineering and computing students experience racism marketed as impostor syndrome (syndrome meaning in their heads). Results show that 51 of our study participants understood their experiences as both impostorism and racism, as some realized that racism created the conditions for being racially positioned as an impostor. We problematize impostorism peddled by campus administrators as a cover for racism, once again placing onus on students and claiming they have irrational but curable behaviors, while institutional and individual racism in STEM runs rampant by design.

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Other signs of IP amongst Black students may include avoiding taking risks for fear of failure, hesitating to participate in class due to fear of being perceived as unintelligent, confrontational, or aggressive, and overworking to prove they deserve to be at their institutions.
“Other signs of IP amongst Black students may also include them avoiding taking risks for fear of failure, hesitating to participate in class due to a fear of being perceived as unintelligent, confrontational, or aggressive, and overworking in order to prove to themselves and to others that they deserve to be at their institutions”
From Reframing the impostor phenomenon for Black college students (2024) · cites this paper as McGee et al., 2022

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Self-citation

Authors: McGee, E. O., Botchway, P. K., Naphan-Kingery, D. E., Brockman, A. J., Houston, S., & White, D. T.
Affiliations: Vanderbilt University (US)
Western New Mexico University (US)
George Mason University (US)
Corresponding author: McGee, Ebony O.
ORCID: McGee, Ebony O.
Botchway, Portia K.
Brockman, Amanda J.
Houston, Stacey
White, Devin T.
Venue: Race Ethnicity and Education
Publisher: Informa UK Limited
Published: 2021-05-13
Volume: 25
Issue: 4
Pages: 487-507
ISSN: 1361-3324 (ISSN-L)
1470-109X
DOI: 10.1080/13613324.2021.1924137
OpenAlex: W3162198024
Cited by: 118
References: 75
Citations by year: 2026: 21 · 2025: 20 · 2024: 33 · 2023: 26 · 2022: 13 · 2021: 5
FWCI: 26.68
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by-nc-nd
creativecommons.org/licenses/by-nc-nd/4.0/ (unspecified)
Locations: Race Ethnicity and Education (publishedVersion, cc-by-nc-nd)
Funders: National Science Foundation (1361025)
Topics: Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
Social Sciences › Safety Research › Career Development and Diversity
Keywords: impostor syndrome, Black doctoral students, engineering students, computing students, sense of belonging, structural racism, institutional racism, university administrators, Black students in higher education

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Racism camouflaged as impostorism and the impact on Black STEM doctoral students

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