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Celia Arauz, PsyD, is a 2025 graduate of the PsyD program in Clinical Psychology, Antioch University, Seattle.

Michael Sakuma, PhD, Committee Chair

Christopher Heffner, PhD, PsyD, Committee Member

Barbara Lui, PhD, Committee Member

Keywords

impostor phenomenon, ESL doctoral students, bilingualism, Latinx psychology students, IPA, Adlerian theory

Document Type

Dissertation

Publication Date

2025

Abstract

In this study, I examined the impostor phenomenon experienced by bilingual Latina/o doctoral-level psychology students with English as a second language (ESL) who attend predominantly White institutions. To address the lack of literature, I explored how individuals perceive and cope with experiences generated by cultural, linguistic, and racialized academic environments, using the Clance Impostor Phenomenon Scale (CIPS) and interpretative phenomenological analysis. Seven participants completed demographic questionnaires, CIPS screening, and semistructured interviews. I analyzed participants' narratives in an Adlerian framework, emphasizing inferiority, belonging, and purposeful thriving. Findings demonstrated impostor feelings were prevalent. Students experienced multiple challenges when attending mainstream programs. Despite varied backgrounds, participants’ narratives illustrated how language acquisition affects their interactions with peers and faculty who identify as predominantly White and outlined emerging coping mechanisms. Results suggested racial inequity, microaggressions, and high expectations increased the likelihood of participants feeling like a fraud and “othered” in academic settings through lack of representation in peers or faculty. Impostorism feelings can arise because the culture shapes students' persona in response to the interactions in early academic experiences.

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Celia Arauz, PsyD, 2025

ORCID iD 0009-0004-0634-9550

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