yRD8a3XjzQ5VTjZ6N66uJwUS2YHLoMcXjkeWr4BK (1)

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SURNAME 1 Name Institution Course Date Negative Effects of Imposter Syndrome. Imposter syndrome is an internal and psychological problem where an individual doubts their achievements and skills and sees themselves as underserving compared to others. Imposter syndrome has massive negative effects on both the mental and physical health of the victim. An individual usually feels like they are not enough in anything they do despite showing competency. According to Torres (15), victims usually have the feeling of inadequacy and doubt in oneself. They feel incapable of achieving the same level of success and thus always worrying about failing to meet other people's expectations. One is disappointed by every achievement attained due to the lingering thought of ‘not enough’. The constant fear and stress over inadequacy and incompetence leads to more serious mental conditions such as depression and anxiety which in turn affects the physical performance of the individual. Many students, especially black students suffer imposter syndrome as most doubt their ability to perform exceptionally and are always faced with the need to not disappoint others. Gamez et al. (146) through her article asserted that many students have no options but to cope up with the emotional trauma experiences. With pressure to prove oneself to others, students' academic performance

SURNAME 2 often drops with time. According to Bernard and Lowe (40), both Black and White students are negatively affected by Imposter syndrome as it interferes with their self-esteem and self-concept. This is a major factor in the increasing number of mental illnesses among black and white students. Imposter Syndrome Originating from Systematic Bias A system bias occurs when the existing beliefs of an institution support specific outcomes. According to Torres (16), the imposter syndrome can affect any individual, but it effects are by far worse on marginalized groups. Marginalized groups include the disabled, women of color and first-generation students. A good example is when an employment institution has an inherent tendency that supports high performance for men than it does women. Women in such institutions fall victim to imposter syndrome as they deem themselves incapable of competing against men. Black students suffer the same as they deem themselves incapable of performing more than the elite students. Bernard and Lowe (40) stated that Black students who have experienced negative racialism are more likely to fall victim of Imposter syndrome. Education institutions have a broken system that places black students, especially those with negative racial experiences, in an environment that makes them vulnerable to feeling inadequacy and self-doubt. According to Vanhonacker (12), education systems will be useful today and the future if the current model is reassessed to include effective and realistic criteria that qualify a student to receive higher education. Solutions to Imposter Syndrome Reconnecting with the self is the number one solution to imposter syndrome. Torres (16) confirmed that self-affirmation was useful in making a victim of imposter syndrome feel better

SURNAME 3 and gain confidence in the self. This includes breaking free from the system and traditional barriers and setting new beliefs in oneself. The second solution is guidance from professionals. According to Hurd et al. (1101), one of the most significant types of support that will be beneficial for underrepresented college students is appraisal support. As a student, having a sense of belonging is crucial. Bernard and Lowe (40) suggested a sense of belonging positively reinforces academic performance. Establishing an inclusive environment for students will also reduce Imposter syndrome. Summary Each student has unique needs that must be recognized. Bernard and Lowe (40) asserted that black students have unique needs that must recognized at an individual level and at the institutional level. Institution systems play a crucial part in ensuring the well-being of students. According to Schreiner (19), it is important to recognize success as a shared responsibility between students and the institutions and not solely for an individual student.

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SURNAME 4 Work Cited Bernard, Donte, and Tracie Lowe. “Impostor Syndrome, Black College Students and How Administrators Can Help.” Diverse: Issues in Higher Education, vol. 36, no. 14, Aug. 2019, p. 40. EBSCOhost, search-ebscohost-com.ezmw.ez.cwmars.org:4243/login.aspx? direct=true&db=tfh&AN=138220514&site=eds-live&scope=site Hurd, Noelle M., et al. “Appraisal Support from Natural Mentors, Self-Worth, and Psychological Distress: Examining the Experiences of Underrepresented Students Transitioning Through College.” Journal of Youth & Adolescence, vol. 47, no. 5, May 2018, pp. 1100- 1112. EBSCOhost, doi:10.1007/ s10964-017-0798-x. Torres, Briana. “Students with Impostor Syndrome Combat the Need to Compare Themselves to Others.” UWIRE Text, 4 May 2020, pp. 15-16. Gale OneFile: News, https://linkgalecom.ezmw.ez.cwmars.org:4243/apps/doc/A622689032/STND? u=mlin_c_wachcc&sid=STND&xid=3a8d1ce0 . Vanhonacker, Wilfried R. “Everyone Deserves an Education, But Not Just Any Education.” Thrive Global, April 5, 2021, pp. 12-13. https://thriveglobal.com/stories/everyone- deserves-aneducation-but-not-just-any-education/

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