Date Approved
4-16-2025
Graduate Degree Type
Project
Degree Name
Education-Higher Education (M.Ed.)
Degree Program
Education Leadership & Counseling
First Advisor
Dr. Laila McCloud
Academic Year
2024/2025
Abstract
This project explores the relationship between imposter syndrome and academic performance in first-generation college students (FGCS), proposing a peer mentorship program as an intervention. Grounded in Kolontari et al.’s (2023) sponsorship model and Stoller’s (2021) integration of Chickering’s (1969) and Sanford’s (1966) theories, the program focuses on mentor selection, training, structured activities, and ongoing support to build self-efficacy and a sense of belonging. A key component of this solution is the implementation of horizontal peer mentorship, which encourages reciprocal, collaborative relationships between mentors and mentees. FGCS mentors are trained to address imposter syndrome firsthand, with activities like self-affirmation exercises and peer reflection journals designed to boost confidence and emotional expression. A mixed-methods evaluation will assess changes in self-efficacy, imposter syndrome, and academic outcomes through qualitative feedback. This project provides a research-based approach to reducing imposter syndrome and improving academic success for FGCS while highlighting future research opportunities on long-term mentorship outcomes and the development of equity-centered student support strategies across diverse institutions.
ScholarWorks Citation
Knepp, Jaydenn R., "Supporting First-Generation College Students Experiencing Imposter Syndrome" (2025). Culminating Experience Projects. 554.
https://scholarworks.gvsu.edu/gradprojects/554
