Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students
Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students
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DOI：
10.1177/1948550619882032
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发表时间：
2019-11-19
影响因子：
5.7
通讯作者：
Murphy, Mary C.
中科院分区：
文献类型：
--
作者：
Canning, Elizabeth A.;LaCosse, Jennifer;Murphy, Mary C.
许多大学生打算从事科学、技术、工程和数学（STEM）方面的职业，但当面对臭名昭著的竞争激烈的STEM课程时，他们很快就放弃了这些目标，这些课程经常让学生相互竞争。这种对人际竞争的强调对第一代大学生（FG）尤其有害，这是一个在STEM领域代表性不足的群体，相对于他们的下一代同龄人，他们更重视社区和合作。因此，FG学生在被认为具有竞争文化的STEM课程中可能会体验到更多的冒名顶替感。一项纵向研究（818名学生和2638名经验抽样观察）发现，所有学生（尤其是FG学生）都认为课堂竞争与日常课堂上的冒名顶替感有关。冒名顶替者的感觉反过来预测了学生期末的课程参与度、出勤率、退学意向和课程成绩。课堂竞争及其产生的冒名顶替感可能是促进FG学生参与、表现和保留STEM的一个被忽视的障碍。
Many college students intend to pursue science, technology, engineering, and math (STEM) careers but quickly abandon these goals when confronted with notoriously competitive STEM courses that often pit students against each other. This emphasis on interpersonal competition could be especially detrimental for first-generation (FG) college students, an underrepresented group in STEM fields which more strongly values communality and collaboration relative to their continuing-generation peers. Thus, FG students may experience more imposter feelings in STEM courses perceived as having a competitive culture. A longitudinal study (with 818 students and 2,638 experience-sampling observations) found that perceived classroom competition was associated with greater daily in-class imposter feelings among all students-but especially among FG students. Imposter feelings in turn predicted students' end-of-term course engagement, attendance, dropout intentions, and course grades. Classroom competition and the imposter feelings it engenders may be an overlooked barrier for promoting the engagement, performance, and retention of FG students in STEM.