Date of Completion
5-14-2026
Degree Type
Honors Thesis - Campus Access
First Advisor
Negin Ghavami
Abstract
Imposter syndrome, characterized by persistent self-doubt and the fear of being exposed as a fraud, disproportionately affects high-achieving students of color in predominantly white academic institutions. These feelings are not only internal, as they are also a reflection of external and structural factors. This mixed-methods study examines impostor phenomenon among students in Loyola Marymount’s Honors Program. The sample consists of 67 Honors students. Participants completed a survey assessing classroom experiences, peer and faculty interactions, perceptions of inclusion, identity reflection, and experiences of discrimination. Although no statistically significant relationships were identified, participants reported frequent impostor feelings on the Clance Impostor Syndrome Scale (1978). Qualitative responses provided additional context, particularly among women and students of color, indicating pressures to represent their identities and the importance of inclusive academic environments where students feel supported. Findings suggest the need for institutional efforts that support belonging through mentorship, feedback spaces, and identity-affirming support.
Recommended Citation
Kim, Yasmin and Ghavami, Negin, "Understanding the Experiences of High-Achieving Undergraduate Students" (2026). Honors Thesis. 622.
https://digitalcommons.lmu.edu/honors-thesis/622
