Written by: Lylah Tran
“It’s not what you are that holds you back, it’s what you think you are not,” American motivational speaker and writer Denis Waitley states.
Imposter syndrome is a challenge many university students face, manifesting as persistent self-doubt and the fear of being exposed as unqualified. It often arises in response to academic pressures, causing students to question their abilities regardless of success. According to Stanford University, those who are perfectionistic, highly skilled, and prefer to work alone are particularly susceptible.
The term was first introduced by psychologists Pauline Rode Clance and Suzanne Imes in the 1970s to describe the persistent self-doubt experienced despite evident success. The cycle often begins with an academic challenge, leading to anxiety or procrastination.
Once completed, any sense of accomplishment is dismissed with thoughts like, “I was just lucky” or “I fooled everyone into thinking I was capable” (studentlearning.stanford.edu). Over time, this pattern erodes confidence and reinforces feelings of fraudulence.
At a university like Saint Martin’s, where students come from diverse backgrounds and face high expectations, these feelings can be amplified by societal pressures and the need to prove oneself. The close-knit academic environment, while encouraging community and achievement, can heighten self-comparison, making students feel as though their performance is under constant scrutiny.
Those from underrepresented backgrounds—whether due to race, gender, or socioeconomic status—may experience these feelings more acutely. A culture that values academic and personal growth can sometimes make the pursuit of perfection feel more important than the learning process itself.
These doubts may cause hesitation when pursuing opportunities, such as leadership roles, internships, or classroom participation, despite being qualified. Imposter syndrome can manifest as avoiding these opportunities altogether—choosing not to try when failure feels like a risk.
Stanford University highlights that this avoidance stems from the fear of being “found out” limiting personal and professional growth. Over time, this persistent self-doubt can contribute to burnout, anxiety, and depression, particularly for those balancing coursework, extracurricular commitments, personal responsibilities, and social engagement.
Imposter syndrome is not a personal flaw but a response to upbringing, systemic bias, and high-pressure academic environments that shape how students perceive their abilities. Many doubt their achievements, attributing success to luck or deception rather than capability.
These feelings are common, even among high achievers, but recognizing them doesn’t immediately erase self-doubt. Expressing struggles to trusted mentors, friends, or faculty can help break the cycle, often revealing that others share similar feelings.
At Saint Martin’s University, resources such as the Counseling and Wellness Center and the Center for Student Success provide structured support through counseling services, academic advising, and tutoring. These programs offer guidance, reassurance, and practical strategies to manage academic pressures.
Accessible support systems ensure no one faces imposter syndrome alone. However, overcoming these challenges also requires individual effort and a willingness to engage with discomfort. Rather than striving for perfection, progress comes from learning through experience, accepting setbacks, and recognizing personal growth. At Saint Martin’s, the emphasis is on learning, adapting, and persisting—viewing challenges as opportunities for growth rather than measures of worth.
Seeking supportive communities, practicing self-compassion, and acknowledging achievements—both big and small—helps shift the focus from self-doubt to self-empowerment. Confidence grows through experience, leading to a personal sense of belonging and competence.
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