School of Ed. Faculty Examine Impostor Phenomenon’s Impact on Black and Latinx First-Gen Students

A new study co-authored by Monmouth University faculty in the School of Education explores how impostor phenomenon affects the mental health, academic success, and sense of belonging of Black and Latinx first-generation college students at predominantly white institutions (PWIs).

Nicole Pulliam, Ph.D., and Vernon Smith, Ph.D., associate professors in the Department of Educational Counseling and Leadership, published the research in the Journal of College Student Mental Health. The article, "Impacts of the Impostor Phenomenon on the Mental Health of Black and Latinx, First-Generation College Students at a Predominantly White Institution," draws on in-depth interviews with 12 students to examine how self-doubt, identity, and systemic barriers intersect in college environments.

Impostor phenomenon-often described as the persistent belief that one's achievements are undeserved-emerged in the study as a significant contributor to stress, anxiety, and feelings of isolation among participants. Researchers identified four primary themes shaping students' experiences: mental health challenges, internalized pressure to succeed, a diminished sense of belonging, and unequal access to informal academic knowledge and support networks.

"Our findings show that impostor feelings do not exist in a vacuum," Pulliam said. "Students' confidence and well-being are deeply shaped by the intersections of race, first-generation status, and the institutional cultures they navigate. When campus environments are intentional and affirming, students are more likely to persist, feel supported, and fully engage in their academic journey."

Grounded in intersectionality and first-generation student theory, the study highlights how racialized campus climates, underrepresentation, and systemic inequities influence both psychological well-being and academic navigation. The authors argue that institutions must move beyond individual-level solutions and adopt culturally responsive mental health services, identity-affirming practices, and targeted support structures.

Smith, who also serves as chair of the Department of Educational Counseling and Leadership, emphasized the broader relevance of the work for leaders within the higher education community. "This research offers important insight for higher education leaders as they consider how to support student mental health and success, Understanding students' lived experiences can help inform more intentional approaches to policy, practice, and campus-wide support."

The research carries particular resonance for Monmouth University, where first-generation and Pell-eligible students represent a growing share of the student body. As Monmouth continues to strengthen its national profile for integrating academic excellence and access, the study offers evidence-based insights that can inform campus programming, faculty engagement, and student support initiatives.

Beyond its local impact, the article contributes to a wider conversation among peer institutions about how to foster equity, belonging, and holistic success for historically underrepresented students. The full article appears in the Journal of College Student Mental Health and is available online through Taylor & Francis.