Isabella Hernandez and Micah Kulas, “Unmasking Imposter Syndrome: Empowering First Generation College Students”
Mentor: Rose Hennessy Garza, Public Health, Public Health (Joseph J. Zilber School of)
Poster #174
More than half of college students within the United States and more than a third of University of Wisconsin Milwaukee’s (UWM) students are first-generation college students. First-generation college students are defined as the first individuals in their family to graduate from college. Among other challenges first generation students face, imposter syndrome has become increasingly more prevalent; especially those in Science Technology, Engineering and Math (STEM) majors and courses. Imposter syndrome is defined as the persistent feeling of failure or fraud despite being highly accomplished. Due to UWM’s high percentage of first-generation students in undergraduate programs, this is a problem that needs to be addressed amongst UWM’s student population. The purpose of this project is to use evidence and theory to develop a public health program to address imposter syndrome in first-generation college students using a modified version of Intervention Mapping. Subject-appropriate literature will be searched to identify risk/protective factors relevant to imposter syndrome in first generation college students. An informal review of evidence-based strategies and behavioral health theories can inform the development and planning of the program. The goal of this program is to decrease the prevalence of imposter syndrome in first generation college students. Findings will be synthesized to include a community engagement plan, a logic model, evidence-based strategies, and a selected public health theory. By basing this public health program in theory and evidence, the outcomes for this program are promising. It is imperative that programming is created to provide essential support and foster a stronger sense of belonging for these students. When first-generation UWM students succeed in overcoming imposter syndrome, it not only improves academic performance, but improves mental well-being and reduces disparities in higher education.