Imposter Phenomenon: The Occupational Experiences of First-Generation College Students

Background: First-generation college students (FGCS) represent an underserved population navigating higher education. There is a current gap in the literature regarding the interaction of occupational experiences, imposter phenomenon (IP), and FGCS. The purpose of this study is to use grounded theory to explore the occupational experience of IP among FGCS enrolled in a four-year university in California. Method: This research is a qualitative study using grounded theory. Data was collected through a screening survey and interview with 11 participants who identified as FGCS. Results: Thematic analysis generated five themes: (a) emotional aspects of IP, (b) collectivism, (c) balance, (d) communities of belonging, (e) othering. The theory of othering was created using grounded theory. FGCS\u27s sense of being extended beyond the individual to the collective. Imposter phenomenon and intersectionality contributed to barriers to belonging. Although THE participants still experienced othering at the university level, they created smaller communities with peers where they felt they belonged. Conclusion: This study contributes to occupational science literature by expanding the understanding of occupational experiences regarding IP. The theory of othering can be used by those working with FGCS to address othering and enhance belonging

Imposter Phenomenon: The Occupational Experiences of First-Generation College Students

Background: First-generation college students (FGCS) represent an underserved population navigating through higher education and therefore receive less support. There is a current gap in the literature that overlooks the interactions of occupational experiences, imposter phenomenon (IP), and first-generation college students. The purpose of this study is to use grounded theory to observe the impact of IP among FGCS enrolled in a four-year university in California. Method: This research is a qualitative study using thematic analysis grounded theory. Data was collected through a screening survey and follow-up interview via video chats and in-person sessions, and a live transcription software of 11 participants who identify as FGCS. Results: Thematic analysis generated five themes: (a) emotional aspects of imposter phenomenon, (b) collectivism, (c) balance, (d) peers, (e) othering. FGCS often come from backgrounds that emphasize collectivism. When also experiencing intersectionality, FGCS may experience feelings of othering in spaces they do not fit in. After adjusting to their surroundings, FGCS become adaptable to reach a sense of belonging. Conclusion: This study contributes to occupational science literature by expanding the understanding of occupational experiences with consideration to IP. From this, the theoretical approach of occupational therapy gains more cultural inclusivity to better serve diverse populations. Keywords: First-generation college students (FGCS), Imposter Phenomenon (IP), intersectionality, grounded theory, occupation, occupational scienc

Imposter Phenomenon: Impact on First Generation College Students

Background:Current literature has evaluated the dynamic of IP amongst college graduates transitioning into entry-level jobs, professionals in their careers, and minority groups entering higher education. However, there is a gap in the current literature that overlooks the interaction between occupational experiences, IP, and FGCS. The purpose of this study is to use grounded theory to observe the experiences of IP among FGCS enrolled in four year universities.The research question developed to guide this study asks: What are the occupational experiences of FGCS who identify with the IP? Based on the gap between IP and FGCS, it is hypothesized that FGCS do encounter IP. Moreover, the way they encounter their occupations may be dissimilar to CGCS or to those who do not identify with IP. Methods: This qualitative study uses snowball and purposive sampling for an initial screening survey to collect demographics and perceptions of the Imposter Phenomenon through a sample narrative with prompted questions. Subsequent to this survey is a semi-structured interview reflecting principles from the Canadian Model of Occupational Performance and Engagement (CMOP-E). Thematic analysis will be used to code and theme commonalities within the collected data to generate a grounded theory based on the Imposter Phenomenon. Results & Conclusion: Data on this study is still being collected and themed; therefore, results and conclusion cannot be disseminated until all interviews are conducted and analyzed