Publication Date
5-2022
Date of Final Oral Examination (Defense)
2-28-2022
Type of Culminating Activity
Thesis
Degree Title
Master of Arts in Education, Curriculum and Instruction
Department
Curriculum, Instruction, and Foundational Studies
Major Advisor
Sara Hagenah, Ph.D.
Advisor
Megan Frary, Ph.D.
Advisor
Paul Simmonds, Ph.D.
Advisor
Julianne A. Wenner, Ph.D.
Abstract
This thesis is an exploratory analysis of the impact of the Graduate Identity Formation through Teaching intervention -- an intervention in which Science, Technology, Engineering, and Mathematics graduate students act as subject matter experts through teaching scientific concepts to elementary teacher candidates -- on graduate students and how it may mediate impostor phenomenon. A sense of expertise, community, and belonging were used as proxy measurements for impostor phenomenon. Data from graduate student impact statements in reflection papers and post-semester interviews were analyzed to measure change in imposter phenomenon for each graduate student. As a result of the intervention, graduate students were found to have an increased sense of expertise, community, and belonging, indicating a decrease in symptoms of imposter phenomenon.
DOI
https://doi.org/10.18122/td.1959.boisestate
Recommended Citation
Ward, Brooke, "The Graduate Identity Formation Through Teaching (GIFT) Project as a Mitigating Tool for Imposter Phenomenon" (2022). Boise State University Theses and Dissertations. 1959.
https://doi.org/10.18122/td.1959.boisestate