Abstract
Purpose. This quantitative study aimed to determine the effects of the Imposter Phenomenon (IP) on factors that impact post-secondary retention and completion among Latino and Black male (LBM) students based on the Self-Handicapping Theory. The specific purpose of this study was to determine if a relationship exists between the Imposter Phenomenon and fear of academic failure and self-esteem. The study also explored how perceived institutional support moderates the relationship between the Imposter Phenomenon and fear of academic failure and self-esteem.
Methodology. A quantitative methodology approach, utilizing a correlation design, was utilized to examine the existence of relationships between independent and dependent variables. The study analyzed the relationship between the Imposter Phenomenon, self-esteem, and fear of academic failure, perceived institutional support's role in moderating the Imposter Phenomenon, self-esteem, and fear of academic failure.
Findings. Students' IP scores statistically significantly predict their fear of academic failure scores, and students' IP scores negatively, statistically significantly predicted their self-esteem scores. Further, students perceived institutional support did not moderate the effect of IP levels on students' fear of academic failure. Conversely, results showed that there is a statistically significant moderator effect of perceived institutional support on the effect of IP levels on students' self-esteem.
Conclusions. As LBM students' feelings of IP increase, so does their fear of academic failure; their level of self-esteem decreased; PIS did not moderate the effects of perceived institutional support on the relationship between IP and fear of academic failure; their fear of academic failure increases; LBM's fear of academic failure decreased as their perceived institutional support increased. Lastly, the study concluded that perceived institutional support positively moderated the relationship between IP and self-esteem.
Recommendations. Future studies on LBM students and IP should include different higher education systems and their participation in support programs future studies should expand on the participant's age to younger or older groups of students and include male students from different races/ethnic backgrounds, ages, and college class levels (i.e., first-year students, sophomores, juniors, seniors).