A new study reveals nearly all women pursuing graduate degrees in STEM experience impostorism, a pervasive self-doubt that undermines their achievements. This widespread phenomenon affects mental health and increases burnout risks, challenging their academic journeys despite undeniable success. The findings highlight a critical barrier to equity and retention in crucial scientific fields.
Impostorism, distinct from low self-esteem, is a psychological pattern where individuals, despite objective evidence of high achievement, harbor persistent fears of being exposed as intellectual frauds. They attribute their success to luck or external factors rather than their own competence, constantly worrying that others will discover their perceived inadequacy. This internal conflict is particularly prevalent in demanding academic and professional environments.
This phenomenon is not new, but its overwhelming prevalence among women in STEM graduate programs underscores a systemic issue. The latest research, published in ScienceDaily on January 5, 2026, shows that a striking 97.5% of these women report moderate to high levels of impostor feelings. Such statistics demand immediate attention, as they point to significant personal and professional costs within the scientific community.
The pervasive nature of impostorism in STEM
The research, led by Binghamton University psychology researcher Jiyun Elizabeth Shin, provides compelling evidence of this widespread issue. Shin, whose work appeared in the journal Social Psychology of Education, states that impostorism involves “a feeling like being an intellectual fraud even when there is strong evidence of success.” This belief leads individuals to fear that their true lack of ability will eventually be exposed, despite a track record of top grades, prestigious awards, and competitive funding.
Shin’s findings suggest that for many women in STEM, success is often misinterpreted as coincidence rather than earned achievement. This internal narrative is often exacerbated by societal stereotypes that wrongly question women’s intellectual capabilities in fields like science and technology, a challenge often explored in broader discussions of impostor syndrome in professional settings. Such cultural biases make it harder for women to internalize their accomplishments, reinforcing feelings of inadequacy even when excelling.
Furthermore, limited representation in these fields can amplify these feelings. Reports from organizations like the National Science Foundation often highlight ongoing disparities, making it more challenging to envision oneself as a rightful, capable member of the community. This lack of visible success stories can inadvertently validate the internal doubts associated with impostorism, making it harder for individuals to overcome their self-perceived fraudulence.
Mental health impacts and pathways to resilience
The consequences of widespread impostorism extend far beyond mere discomfort, significantly impacting mental well-being and career trajectories. Jiyun Elizabeth Shin’s study directly links these feelings to “poorer overall mental health, greater burnout, and increased consideration of dropout among graduate women in STEM.” This creates a vicious cycle where academic pressure combined with internal doubt can lead to significant distress and premature exits from promising careers.
A key factor contributing to impostor feelings is a fixed mindset, the belief that intelligence is an unchangeable trait. When individuals hold this view, setbacks are seen as proof of inherent inadequacy, rather than opportunities for growth. Encouraging a growth mindset, where abilities are seen as developable, could be a crucial step in mitigating impostorism and fostering greater resilience among women in STEM.
Addressing this issue requires a multi-faceted approach. Open dialogue about impostorism can help reduce feelings of isolation and stress. Academic institutions and mentors play a vital role in creating supportive environments where achievements are genuinely celebrated and self-doubt is openly discussed. As the American Psychological Association notes, social support is often critical in reducing these fears. By fostering communities that actively challenge stereotypes and promote a realistic view of success and failure, we can better support women navigating the demanding world of STEM.
The near-universal experience of impostorism among women in STEM graduate programs represents a significant, yet often unseen, challenge to diversity and inclusion. Recognizing and openly discussing this phenomenon is the first step towards dismantling the internal and external barriers that prevent talented women from fully embracing their success. Future research must focus on identifying effective strategies, beyond social support, to reduce these experiences and ensure that the next generation of women in science can thrive without the hidden burden of self-doubt.
