ASSESSING MENTORSHIP PROGRAMS' EFFECTIVENESS IN REDUCING IMPOSTER SYNDROME AMONG STEM RESEARCH STUDENTS
| dc.contributor.author | Tharp, C. | |
| dc.contributor.author | De Leon, E. | |
| dc.contributor.other | Navarra-Madsen, Junalyn | |
| dc.date.accessioned | 2024-05-31T17:13:55Z | |
| dc.date.available | 2024-05-31T17:13:55Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | Impostor syndrome (IS) is the feeling of inadequacy despite evidence of competence, affecting high achievers who credit success to external factors. Particularly prevalent in STEM research students, IS limits career opportunities and is more common in women and ethnic minorities and people of color. Personality traits often contribute to IS. This paper will discuss the mentorship programs which support to combat selfdoubt, fostering a growth mindset. Trusted mentors help internalize successes. Synthesizing best practices for mentorship programs tailored to STEM research students is crucial for institutional adoption. These programs provide guidance, validation, and help students navigate IS-associated challenges, enhancing career and education outcomes. Additionally, assessing the effectiveness of mentorship programs in reducing IS among STEM research students is imperative for understanding their impact and ensuring their efficacy. (Faculty Sponsor: Dr. Junalyn Navarra-Madsen) | |
| dc.identifier.uri | https://hdl.handle.net/11274/16193 | |
| dc.language.iso | en_US | |
| dc.title | ASSESSING MENTORSHIP PROGRAMS' EFFECTIVENESS IN REDUCING IMPOSTER SYNDROME AMONG STEM RESEARCH STUDENTS | |
| dc.type | Presentation |