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Impostor Phenomenon: a Multi-Method Examination of Construct Validity Among Black College Students

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Impostor Phenomenon: a Multi-Method Examination of Construct Validity Among Black College Students IMPOSTOR PHENOMENON: A MULTI-METHOD EXAMINATION OF CONSTRUCT VALIDITY AMONG BLACK COLLEGE STUDENTS Donte LeShon Bernard A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology and Neuroscience (Clinical). Chapel Hill 2018 Approved by: Enrique W. Neblett Jr. Anna M. Bardone-Cone Jessica T. DeCuir-Gunby Deborah J. Jones Beth E. Kurtz-Costes © 2018 Donte LeShon Bernard ALL RIGHTS RESERVED ii ABSTRACT Donte LeShon Bernard: Impostor Phenomenon: A Multi-Method Examination of Construct Validity Among Black College Students (Under the direction of Enrique Neblett) The impostor phenomenon (IP), or negative self-perceptions of intellectual incompetence (Clance & Imes, 1978), reflects a maladaptive set of cognitions that has been established to significantly detract from positive psychological adjustment among Black emerging adults (Bernard, Lige, Willis, Sosoo, & Neblett, 2017). Despite this research, no attempts have been made to assess the construct validity of measures of IP within the Black community. For this reason, the purpose of this project was to investigate the construct validity of the Clance Impostor Scale (CIPS; Clance, 1985)— considered by many to be the gold standard measure of IP—among Black emerging adults. I utilized a multi-method design to investigate construct validity using three studies that: a) examined the factorial and discriminant validity of the CIPS (N = 261); b) investigated the longitudinal invariance of the CIPS (N = 157); and c) elucidated the extent to which qualitative interviews relating to IP align with or diverge from the traditional theoretical conceptualization of this construct (N = 8). Study 1 found that none of the four empirical model structures previously identified within the literature generalized to the current sample. However, a novel factor structure was discovered within analyses and was found to evidence strong discriminant validity from conceptually similar constructs (e.g., self-esteem, locus of control, achievement motivation). Study 2 investigated the longitudinal stability of this novel factor structure and found that it did not remain iii invariant over time (nor did any of the empirical model structures), thus challenging assertions that the CIPS is a stable indicator of IP. Finally, while student interviews in Study 3 did lend credence to certain aspects of IP as theoretically conceptualized (e.g., discounting success, external attributions of achievement), additional information challenges previous work, suggesting that experiences related to one’s minoritized status (i.e., negative stereotypes, isolation, nonrepresentation) may play a primary role in shaping cognitions of IP. The collective results of this project both challenge and support various components of construct validity of the CIPS and subsequently shed light on the strengths and limitations of this scale as an accurate and valid measure of IP among Black emerging adults. Implications, strengths, and limitations of the current study are discussed, and areas of future research for refining and extending our understanding and measurement of IP among Black college students are presented. Keywords: impostor phenomenon, construct validity, multi-method, African American iv ACKNOWLEDGEMENTS First and foremost, all glory to God for allowing me to reach this significant milestone. Words cannot express how blessed I am to be where I am today. To my village, both near and far, I am forever grateful for the unwavering support, love, and wisdom you have imparted on me since I have begun this journey. I would also like to recognize my dissertation committee for their support and feedback in helping to shape the current project. A special thank you to my advisor, Dr. Enrique Neblett for believing in me, and teaching me to believe in myself. I am eternally appreciative for everything you have done for me and aspire to have as great of an impact on others as you have had on me. I would also like to acknowledge the African American Youth Wellness Lab, and the endless support of my lab mates both past and present. Last but certainly not least, I want to thank my family and wife for all you have done. Each and every one of you have made countless sacrifices to get me to where I am today. I am because we are. v TABLE OF CONTENTS LIST OF TABLES ................................................................................................................... xi LIST OF FIGURES ................................................................................................................ xii LIST OF ABBREVIATIONS ................................................................................................ xiii CHAPTER 1: INTRODUCTION ............................................................................................. 1 The Present Study.................................................................................................................. 3 Making the Case for a Multi-Method Design .................................................................... 3 Developmental Significance and Context ......................................................................... 5 Organization of this Document .......................................................................................... 6 CHAPTER 2: LITERATURE REVIEW .................................................................................. 8 Background of Impostor Phenomenon .................................................................................. 8 Literature Review on Impostor Phenomenon...................................................................... 10 Impostor Phenomenon Among African Americans ............................................................ 12 Quantitative Measurement of Impostor Phenomenon ......................................................... 15 Qualitative Investigations of Impostor Phenomenon .......................................................... 17 Limitations .......................................................................................................................... 20 Study Aims .......................................................................................................................... 22 CHAPTER 3: STUDY 1 ......................................................................................................... 26 vi Method ................................................................................................................................ 26 Participants. ..................................................................................................................... 26 Procedures ....................................................................................................................... 27 Measures.............................................................................................................................. 28 Sociodemographic information. ...................................................................................... 28 Impostor Phenomenon. .................................................................................................... 28 Achievement Motivation. ................................................................................................ 28 Locus of Control. ............................................................................................................. 29 Fear of Negative Evaluation. ........................................................................................... 30 John Henryism. ................................................................................................................ 31 Minority Status Stress. ..................................................................................................... 31 Perfectionism. .................................................................................................................. 32 Self-esteem. ..................................................................................................................... 33 Social Anxiety. ................................................................................................................ 33 Analytic Plan ................................................................................................................... 33 Results ................................................................................................................................. 35 Dimensionality of the Clance Impostor Scale ..................................................................... 35 Discriminant Validity of the Clance Impostor Scale .......................................................... 36 Discussion ........................................................................................................................... 37 CHAPTER 4: STUDY 2 ......................................................................................................... 41 vii Method ................................................................................................................................ 41 Participants. ..................................................................................................................... 41 Measures.............................................................................................................................. 42 Impostor Phenomenon. ...................................................................................................
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