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“I'm NOT JUST CRAZY.”: EXPLORING the IMPOSTOR PHENOMENON in an EDUCATIONAL and COMMUNICATIVE CONTEXT a Dissertation Submi

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“I'm NOT JUST CRAZY.”: EXPLORING the IMPOSTOR PHENOMENON in an EDUCATIONAL and COMMUNICATIVE CONTEXT a Dissertation Submi “I’M NOT JUST CRAZY.”: EXPLORING THE IMPOSTOR PHENOMENON IN AN EDUCATIONAL AND COMMUNICATIVE CONTEXT A Dissertation Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Kelli Jean Chromey In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Major Department: Communication August 2017 Fargo, North Dakota North Dakota State University Graduate School Title “I’M NOT JUST CRAZY.”: EXPLORING THE IMPOSTOR PHENOMENON IN AN EDUCATIONAL AND COMMUNICATIVE CONTEXT By Kelli Jean Chromey The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of DOCTOR OF PHILOSOPHY SUPERVISORY COMMITTEE: Dr. Pamela Lutgen-Sandvik Chair Dr. Carrie Anne Platt Dr. Catherine Kingsley-Westerman Dr. Claudette Peterson Approved: November 6, 2017 Stephenson Beck Date Department Chair ABSTRACT The purpose of the current study is to gain a better understanding of the impostor phenomenon (IP) and see which communication channels and instructional types are best to use when educating others on IP. Impostor phenomenon is the feeling of faking it in terms of professional, academic, career, or other life-area successes. The study also looked at correlations between impostor feelings and positive and negative workplace emotions and impression management techniques. Experimental conditions in the form of a survey were used to provide participants either an article or video, each with either a testimonial or research-based education. Findings suggest that participants in the testimonial instruction condition report higher IP scores than in research-based instruction condition and that the effects of channels tested were insignificant. The findings support the hypothesized outcomes in terms of emotion showing there are negative emotions related to work. Findings suggest IP is directly associated with ingratiation, exemplification, and supplication; indirectly associated with self-promotion; and unrelated to intimidation. Additionally, limitations and future directions are discussed. iii ACKNOWLEDGEMENTS Getting a doctorate has often reminded me of the poem “The Road Not Taken” by Robert Frost. Going through a doctoral program and writing a dissertation is one of the hardest journeys I have ever endured and a road not traveled by many. No doubt, I could not have gone through this process without the love and support of others. I will be forever grateful to my professors, colleagues, students, family, and friends as they walked with me through this journey. First, I am forever indebted to my advisor, Dr. Pamela Lutgen-Sandvik. Pam has made a profound impact on my life through her passion, dedication, and kindness to my doctoral journey. Pam saw something special in me and made sure I was aware of it. Her unwavering support and being my biggest cheerleader through my project was also appreciated. Thank you, Mama Bear, for showing me all that is possible through hard work and that I am not an impostor. Second, I want to thank the other members of my committee for their commitment to my study, with their patience, feedback, and support. Dr. Carrie Anne Platt, thank you for your patience, willingness to listen, and stepping in and hooding me during commencement. Dr. Catherine Kingsley-Westerman, thank you for your feedback through this process and for sharing your wealth of knowledge with me during my time at NDSU. Dr. Claudette Peterson, your classes were a breath of fresh air, your experiences are inspiring, your support was helpful, and I appreciate your quick responses and taking on a role of much than an outside committee member. My NDSU and SDSU colleagues and students have been supportive in my endeavors and I appreciate each of them for their encouragement over the last several years. Amy Poehler once said, “Find a group of people who challenge and inspire you; spend a lot of time with them, and it will change your life.” and I am lucky enough to have colleagues to spend time with. iv Specifically, I want to thank my NDSU colleagues: Amy Duchsherer (Domino, too), Jenna Currie-Mueller, Dr. Nancy DiTunnariello, Dr. Whitney Anderson, Emily Bublitz, Jen Hanson, and Katie Ralston. We had some late nights and early mornings. We spent hours working together, laughing together, and commiserating together. You have been a part of my core group of friends in Fargo and I am forever grateful for your love and friendship. Moreover, to my SDSU colleagues, Dr. Joshua Westwick and Andrea Carlile. Both Dr. Josh and Andrea have been supportive in my pursuit of a Ph.D. by always being willing to listen, giving advice, and going for a beverage. Dr. Josh taught me to teach like I am loved and I try to do that everyday I am in the classroom. Next, I need to thank my family. My parents, Dennis and Diane, instilled a great work ethic in me and this has helped me over the last several years while I pursued higher education and will continue throughout my career. My sisters Jodi, Ericka, and Tracy and brother-in-law Ben, each had a hand in raising me, teaching me, and inspiring me. A very special thank you to Ericka, who helped me with SPSS, statistics, and had extreme patience with me. Finally, thank you niece Jaycie, and nephews Maxwell, Cade, Nolan, and Liam for allowing me the honor of having the title “Aunt KeKe”, which is the best title that any one has ever given to me. I love you. Finally, I would not be completing this journey without my friends. I certainly cannot list everyone in this document, but know that I appreciate each person who listened to me, talked to me, and made sure my basic needs were met at any part of my doctoral studies. I specifically need to thank Matt Steinborn for his friendship. Meeting you was the best thing that came out of my living in Fargo (except my doctorate, duh!) Your sense of humor, kindness, and compassion v are just a few things I adore and love about you. Above all, thank you Matty, for taking a chance on a crazy girl that just wanted to be your friend. I could not end this acknowledgement without thanking Amanda Quam and Erica Quam. These two are simply the greatest people I have ever met; I do not know better people. They are the best friends that everyone deserves. Amanda, your friendship is one of the greatest things to ever happen to me. Over the course of our friendship, you have taught me so much; I cannot even begin to list everything here. Your expansive vocabulary is something I love, I adore that you love to surprise me, and you love me…for me. Erica, you have taught me how to be a better person and a remarkable friend. Our fun trips, your Fargo visits, and everything in between have been an amazing part of our friendship. Both Erica and Amanda have had unwavering support, have been there for tears of sadness and happiness, and deserve honorary doctorate degrees, as they were there with me every step of the way. I love you both to the stars. Robert Frost wrote: “I shall be telling this with a sigh, somewhere ages and ages hence: Two roads diverged in a wood, and I-I took the one less traveled by, and that has made all the difference.” vi TABLE OF CONTENTS ABSTRACT ................................................................................................................................... iii ACKNOWLEDGEMENTS ........................................................................................................... iv LIST OF TABLES ......................................................................................................................... xi CHAPTER ONE. INTRODUCTION ............................................................................................. 1 Impostor Phenomenon Overview....................................................................................... 1 Purposes of Research.......................................................................................................... 2 Chapters Overview.............................................................................................................. 4 CHAPTER TWO. LITERATURE REVIEW ................................................................................. 5 Impostor Phenomenon…………........................................................................................ 5 Defining IP.............................................................................................................. 5 Perceived Fraudulence............................................................................................ 6 The Impostor Cycle................................................................................................. 7 Associated Harms……………..……………………............................................. 8 The Communiction Constructing and Desconstructing of IP Episodes……..…. 11 Overcoming IP..................................................................................................... 14 Communication and Eduction as Intervention and Prevention............................ 15 Feelings at Work and Feeling Like an Impostor............................................................. 20 Impression Management and IP...................................................................................... 22 Conclusion……………………………….......................................................................26 CHAPTER THREE. METHODOLGY ........................................................................................ 27 Method Overview…….……….........................................................................................27
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