Date of Final Oral Examination (Defense)
Type of Culminating Activity
Master of Arts in Education, Curriculum and Instruction
Curriculum, Instruction, and Foundational Studies
Sara Hagenah, Ph.D.
Megan Frary, Ph.D.
Paul Simmonds, Ph.D.
Julianne A. Wenner, Ph.D.
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.
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.