Psychology, Sociology and Education

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14

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Imposter agony aunts: Ambivalent feminist advice
(Palgrave Macmillan, 2022-04-12) Breeze, Maddie; Taylor, Yvette; Addison, Michelle; Addison, Michelle; Breeze, Maddie; Taylor, Yvette
Introduction: Situating imposter syndrome in higher education
(Palgrave Macmillan, 2022-04-12) Breeze, Maddie; Addison, Michelle; Taylor, Yvette; Addison, Michelle; Breeze, Maddie; Taylor, Yvette
The Palgrave Handbook of Imposter Syndrome in Higher Education
(Palgrave Macmillan, 2022-04-12) Addison, Michelle; Breeze, Maddie; Taylor, Yvette; Addison, Michelle; Breeze, Maddie; Taylor, Yvette
This handbook explores feeling like an ‘imposter’ in higher education and what this can tell us about contemporary educational inequalities. Asking why imposter syndrome matters now, we investigate experiences of imposter syndrome across social locations, institutional positions, and intersecting inequalities. Our collection queries advice to fit-in with the university, and authors reflect on (not)belonging in, with and against educational institutions. The collection advances understandings of imposter syndrome as socially situated, in relation to entrenched inequalities and their recirculation in higher education. Chapters combine creative methods and linger on the figure of the ‘imposter’ - wary of both individualising and celebrating imposters as lucky, misfits, fraudsters, or failures, and critically interrogating the supposed universality of imposter syndrome.
What (and who) works in widening participation? Supporting direct entrant student transitions to higher education
(Taylor & Francis, 2018-11-09) Breeze, Maddie; Johnson, Karl; Uytman, Clare; This work was supported by Queen Margaret University and their internal Widening Student Participation and Retention (WISeR) board.
This article considers support programmes for direct entrant (DE) student transitions as a widening participation strategy. We reflect upon one induction and support project with 27 students transitioning from further education into the second year of undergraduate social science degree programmes in a Scottish university. We use focus group data to discuss what works (barriers to successful transitions, project successes and limitations) and primarily who works; how responsibility for supporting DE student transitions is distributed and which students benefit. Original findings confirm existing evidence that becoming an ‘independent learner’ is a challenge for DE students. However, analysis problematizes and significantly expands existing understandings of relationships with staff and peer support, and contributes new insight into how the materiality and everyday logistics of the university relate to DE student transitions. We argue for more institutionally embedded approaches to supporting student transitions, including resourcing academic staff to develop and provide this support.