| dc.description.abstract | This research explores the experiences of former LEAPS (Lothian Equal Access
Program for Schools) students and their constructions of imposter syndrome within university. It should be noted that the mean age of the participants was 21.43, with
only one participant being older than 21 (participant A: 27 years old). This meant that
some of the existing literature surrounding mature students and imposter syndrome
was considered when analysing participant A’s interview transcript. There was a
gender imbalance (F = 5, M = 2) however this could not be avoided as purposive
sampling was utilised. The research explored high school LEAPS involvement and
imposter syndrome and aimed to investigate any correlation between the two. Using
semi-structured interviews and constructivist grounded theory, four themes emerged
from the data. These themes consisted of: Influences for Higher Education, Class
Consciousness and Social Differentiation, Feelings of Imposter Syndrome within an
Educational Setting and Coping with Imposter Syndrome Within University. The
narratives provided by the participants were compared with existing literature and it
was found that imposter syndrome was recognised by these students. The participants
had varying levels of imposter syndrome and constructed this in different areas
therefore their experiences were subjective, however there was clear overlaps
between everyone. Further research is needed into this topic to further understand the
intersection between widening participation students and imposter syndrome. | en |
