Date
4-26-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
Sherrita Rogers
Keywords
first-generation doctoral students, impostorism, belonging
Disciplines
Educational Leadership
Recommended Citation
Pore, Karen Sullivan, "First-Generation Doctoral Students, Impostorism, and Belonging: A Transcendental Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5410.
https://digitalcommons.liberty.edu/doctoral/5410
Abstract
The purpose of this study was to explore the experiences of first-generation doctoral students as they relate to their feelings of belonging, impostorism, and otherness. The study was guided by use of Tajfel social identity theory which provided insight to how an individual evaluates their identity within their environment and groups. The research design used was qualitative and the approach was transcendental phenomenological. The qualitative design allowed the first-generation doctoral students to share their experiences and behaviors during their doctoral journey. The participants were 10 self-identified as first-generation doctoral students who experienced impostor feelings during their doctoral journey. The data was collected during individual interviews, focus groups, and a reflective letter-writing activity. The results of the research findings included discussions of barriers first-generation doctoral students face, the impact impostor feelings had on belonging feelings, and the need for relationship building within doctoral programs to increase belonging feelings for first-generation doctoral students. Practice implications were discussed as a result of the findings.
