Imposter Syndrome in Research

Updated: May 7, 2025

Recognizing Self-Doubt

The term “imposter phenomenon,” commonly referred to as imposter syndrome today, was first introduced by Clance and Imes in 1978. They described a psychological condition where one doubts their own accomplishments while also worrying about being exposed as a fraud. This concept is particularly high in academic settings and scientific research where high expectations, competitive environments and constant revisions of work can add to one’s feelings of inadequacy (Bravata et al., 2020). Moreover, a study published by Franchi and Russell-Sewell (2023) found that 65.4% of medical students surveyed had “clinically significant” imposter syndrome. For example, medical students attribute their acceptance to medical school as luck rather than their own respected qualifications, further perpetuating feelings of inferiority. This perception can contribute to negative mental health and academic performance. 

For those that conduct research, imposter syndrome can start as self doubt and perfectionism, and ultimately lead to a reluctance to share findings or go after prestigious grants and positions. If left unchecked, it can lead to burnout, decreased productivity and even leaving academia in total. Understanding how this begins can help formulate strategies to counteract the effects of imposter syndrome so more researchers can build sustainable and fulfilling careers. 

The Psychological Burden

A recent meta-analysis from Bravata et al. (2020) indicates that imposter syndrome strikes early-career researchers, graduate students, and even academically seasoned individuals with a bigger force. Having the constant pressure to push out publications, get their own funding, and produce something novel for the scientific community all contribute to the feeling of being a fraud, especially in underrepresented groups in STEM (Hutchins and Rainbolt, 2017). 

Research in neuroscience has linked imposter syndrome to increased activity in the amygdala, a brain region that controls fear and anxiety, further reinforcing self-doubt (Kolligan and Sternberg, 1991). This shows that imposter syndrome is deeply integrated into our cognitive biases and not simply a lack of confidence like many great researchers and scientists struggle with. Therefore more intentional strategies are needed to overcome it. 

The First Generation Medical Student Experience

Imposter syndrome is heavily prevalent in first-generation medical students. These are students who are first in their family to pursue higher education. They often lack role models in the field, face unfamiliar academic expectations and may not have the same social capital as their peers, diminishing their sense of belonging (Le, 2019). This gap can be exacerbated by imposter syndrome in environments where others appear more confident or better prepared. Pateet et al. (2015) found that first generation college students are more likely to experience imposter syndrome than other students as their families lack a full understanding of the demands of higher education. 

Strategies to Overcome Imposter Syndrome

• Identify Cognitive Distortions

What are cognitive distortions? They are irrational thought patterns that reinforce self doubt. 

Common Distortions:

• Perfection Fallacy: The belief that anything less than novel is a failure.
• Expert Fallacy: The feeling of inadequacy secondary to not having complete knowledge in a field.
• Attribution Bias: Believing that your success was based on luck and not hard work.

By practicing cognitive restructuring, a common technique used in Cognitive Behavioral Therapy (CBT), researchers can challenge their own distortions and develop a more balanced sense of self (Sakulku and Alexander, 2011). Cognitive restructuring is a 3 step process that clinicians use to help patients first recognize maladaptive thoughts, evaluate them and finally modify their thinking (Wenzel, 2017). 

• Having a Mentor and Community Support

One of the greatest contributors to imposter syndrome is isolation. Actively engaging with academic support groups, colleagues and mentors can normalize the feelings of self-doubt and provide reassurance to yourself. A study by Vaughn et al. (2021) found that mentorship programs significantly reduce the feelings of being an imposter by fostering professional identity development and self efficacy. 

• Reframing Failure as Growth

Failing is a normal part of the research process but important for moving forward and progressing. Scientists like Albert Einstein and Marie Curie did not let their setbacks stop them from their novel discoveries. Therefore, changing from a fixed mindset of “I am not good enough” to a growth mindset of “I am constantly learning and improving”  helps with mitigating imposter syndrome (Dweck, 2006).

• Self Compassion and Reflection

It is important to hold your research to realistic standards. Many in the industry set up unreal expectations for themselves. The act of self compassion is acknowledging your own struggle without harsh self criticism– this act has been shown to reduce anxiety and improve one’s own resilience (Neff, 2011). Moreover, keeping a journal to document your achievements, positive comments made by others and contributions to science can fight against the feeling of being an imposter. 

• Psychological Counseling and Support

There is an increase in awareness among universities and research institutions for the phenomenon of imposter syndrome. Having been noticed, many now offer psychological support to combat this. This support includes but is not limited to counseling/therapy services offered by the university. Cognitive Behavioral Therapy (CBT) has been shown to be the most effective in reducing imposter syndrome and better academic performance (Vergauew et al., 2015). 

Conclusion

Imposter syndrome continues to remain a formidable challenge in research; however, such threats can be mitigated. By recognizing the cognitive distortions, looking for mentors and communities to join, reframing failure and relying on self compassion, researchers can build confidence and be resilient. In the world of science, there is a road filled with uncertainty but it is this uncertainty that births innovation. As Carl Sagan once said, “Somewhere, something incredible is waiting to be known.” The research world needs your contributions; imposter syndrome doesn’t decide what you can do, rather how you navigate it will shape your success.

References

1. Bravata DM, Watts SA, Keefer AL, Madhusudhan DK, Taylor KT, Clark DM, Nelson RS, Cokley KO, Hagg HK. Prevalence, Predictors, and Treatment of Impostor Syndrome: a Systematic Review. J Gen Intern Med. 2020 Apr;35(4):1252-1275. doi: 10.1007/s11606-019-05364-1. Epub 2019 Dec 17. PMID: 31848865; PMCID: PMC7174434.
2. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
3. Franchi T, Russell-Sewell N. Medical Students and the Impostor Phenomenon: A Coexistence Precipitated and Perpetuated by the Educational Environment? Med Sci Educ. 2022 Dec 9;33(1):27-38. doi: 10.1007/s40670-022-01675-x. PMID: 37008445; PMCID: PMC10060463.
4. Hutchins, Holly & Rainbolt, Hilary. (2016). What triggers imposter phenomenon among academic faculty? A critical incident study exploring antecedents, coping, and development opportunities. Human Resource Development International. 20. 1-21. 10.1080/13678868.2016.1248205. 
5. Kolligian J Jr, Sternberg RJ. Perceived fraudulence in young adults: is there an “imposter syndrome”? J Pers Assess. 1991 Apr;56(2):308-26. doi: 10.1207/s15327752jpa5602_10. PMID: 2056424.
6. Le L. (2019). Unpacking the imposter syndrome and mental health as a person of color first generation college student within institutions of higher education. McNair Research Journal SJSU, 15(5), Article 5.