In the realm of academia, faculty members are traditionally expected to embody confidence and authority within the classroom. Yet, beneath this veneer of assuredness, many educators grapple with a pervasive psychological phenomenon known as impostor syndrome. Despite their tangible achievements and recognition, these individuals wrestle with an internal narrative of self-doubt and perceived inadequacy. Recent research emerging from Colorado State University sheds light on how such admissions of vulnerability by professors can influence student perceptions, particularly regarding competence and professionalism.
Led by Ph.D. candidate Alexa Jayne, this pioneering study probes the nuanced dynamics between faculty self-disclosure of impostor feelings and student evaluations of teaching efficacy. The investigation reveals a complex interplay whereby students who are made aware of a professor’s professed impostor syndrome tend to marginally downgrade their assessment of that professor’s competence and employability, even when objective indicators of success are held constant. These findings provide critical insights for academic leaders and pedagogical strategists seeking to optimize faculty development and mentorship protocols.
Impostor syndrome is characterized by an enduring fear of being unmasked as a fraud, despite evidence of success and external validation. This psychological pattern is rampant in the high-stakes, feedback-rich environments of higher education, where faculty regularly face rigorous peer reviews, publication scrutiny, and tenure evaluations. Jayne’s research uniquely evaluates not only the internal experience of impostorism but also its external ramifications on how students, a vital stakeholder group, perceive and engage with faculty members.
In the experimental design, participants, who were university students, were exposed to two nearly identical vignettes describing a hypothetical tenured professor. In one scenario, the professor openly acknowledged experiencing impostor feelings—attributing personal success to external variables and fearing exposure as a fraud. In the control scenario, the same professor’s profile was presented without any reference to self-doubt. Subsequently, students rated the professor across dimensions including likeability, anticipated average class grades, salary estimations, and willingness to enroll in the course.
Strikingly, students who read the vignette featuring a professor’s disclosure of impostor syndrome perceived that professor as having less experience and earning a salary approximately $10,000 lower than their non-disclosing counterpart. This differentiation points to a tangible effect of such transparency on perceived professional stature. Nonetheless, the likeability scores remained consistently high across both conditions, indicating that vulnerability might enhance personal connection without necessarily translating into diminished interpersonal warmth.
These outcomes suggest a delicate balancing act for faculty members navigating the classroom environment. While authentic self-expression and approachability can foster trust and student engagement, overt expressions of insecurity must be carefully calibrated to avoid undermining perceived authority and expertise. Jayne underscores that confidence often remains conflated with competence in students’ minds, an association that educators must strategically address.
Further, the research hints at broader implications for diversity and inclusion within academia. Populations disproportionately affected by impostor syndrome—such as women and minorities in STEM fields—may face compounded challenges in faculty retention and advancement due to the societal conflation of confidence with professional aptitude. Thoughtfully structured interventions and mentorship frameworks are thus imperative for supporting these groups and normalizing discussions around impostor feelings without penalization.
Jayne’s work extends beyond the classroom to leadership paradigms across sectors, where deliberate vulnerability is increasingly championed as a trust-building mechanism. The study cautions that while openness can humanize leaders and foster team cohesion, it may inadvertently erode perceptions of competence if not communicated with contextual awareness.
This inquiry complements broader research initiatives led by Professor Bryan Dik at Colorado State University, whose scholarly focus centers on the intersection of meaningful work and its psychological tolls. Dik contextualizes these findings within what his team terms the ‘dark side’ of calling—the paradox wherein fulfilling work pursuits can engender adverse mental health outcomes and professional strain.
Looking forward, Jayne and Dik anticipate further exploration into how demographic variables modulate these dynamics and impact critical career milestones such as hiring and promotion, particularly for early-career faculty navigating already biased institutional landscapes. Their ongoing research aims to foster systemic support mechanisms that mitigate the negative repercussions of impostor syndrome and promote equitable academic environments.
Ultimately, this study offers a nuanced perspective on the psychological and perceptual undercurrents shaping faculty-student interactions. It challenges entrenched assumptions about the indispensability of unshakeable confidence in academia and advocates for a more empathetic and evidence-informed approach to faculty vulnerability. As universities grapple with retention and mentorship challenges, embracing this complexity may hold the key to nurturing resilient, authentic educators who thrive amid the rigorous demands of scholarly life.
Subject of Research: Faculty impostor syndrome and its impact on student perceptions of professor competence and teaching effectiveness.
Article Title: Conflating competence with confidence: Student perceptions of a professor with imposter phenomenon.
News Publication Date: 12-Nov-2025
Web References:
Scholarship of Teaching and Learning in Psychology – DOI: 10.1037/stl0000461
Keywords: Psychological science, Psychological theory, Behavioral psychology, Clinical psychology, Psychiatry, Social interaction, Human social behavior, Social psychology, Education research, Cognitive psychology
