Research assistants, as future academics, often experience challenges in balancing their graduate education with their university work. When they enter academia, they frequently feel inadequate and struggle with socialization, which can either contribute to their professional development or lead to withdrawal behaviors. This feeling of inadequacy is known as imposter syndrome (IS), first identified by Clance and Imes (1978), which refers to individuals doubting their abilities and feeling like frauds despite evident success. Studies suggest that IS is particularly prevalent among high achievers and perfectionists who attribute their accomplishments to external factors rather than their competencies (West, 2017). IS, a psychological phenomenon, causes individuals to doubt their accomplishments and fear exposure as frauds, even in the face of evident success (Clance & Imes, 1978). This condition is particularly prevalent in academia, affecting students, research assistants, and faculty members across various disciplines. The academic environment, characterized by intense competition, high expectations, and continuous evaluation, fosters a culture where IS thrives (Yang et al., 2024). Many scholars experience self-doubt, attributing their achievements to external factors such as luck rather than their abilities (Nori & Vanttaja, 2023). This psychological burden has significant consequences, impacting academic performance, career development, and overall well-being (Shinawatra et al., 2023; Fassl et al., 2020). In terms of career development, IS contributes to career dissatisfaction and role underoptimization, as individuals may feel unworthy of their positions and achievements, leading to shifts in long-term career trajectories (Darna, 2023). IS can also influence education plans, causing early career exits or changes in professional aspirations (Ménard & Chittle, 2023). This effect is particularly concerning in fields that require long-term commitment, where premature departures can impact innovation and institutional knowledge.

Existing research highlights that certain demographic groups, including women and underrepresented minorities, report higher levels of IS due to systemic challenges and inequities in academia (Ménard & Chittle, 2023; Kolenc Klen et al., 2025). Moreover, postgraduate students and early-career academics often experience IS as they transition into more demanding roles within academic institutions (Bhama et al., 2021). The persistent fear of being ‘found out’ as inadequate can hinder professional growth and limit engagement in academic communities (Bright, 2021; Cisco, 2020).

This study aims to explore the manifestation of IS among research assistants who simultaneously navigate their graduate education and work responsibilities at universities. The study will examine how these individuals conceptualize their experiences with IS and identify the strategies they employ to mitigate its effects. Also, the study will include a European viewpoint, looking at how different academic systems and expectations in various European countries affect the occurrence of IS and the ways people cope with it (Carmichael et al., 2024). Recognizing the structural and cultural variations in academic systems is crucial to developing context-specific solutions that address the root causes of IS.

The research questions guiding this study are

1. What challenges do research assistants face due to their dual roles at universities?

2. How and why do research assistants experience imposter syndrome?

3. How do research assistants conceptualize imposter syndrome, and what strategies do they employ to address or overcome it?

By addressing these questions, this research aims to contribute to the growing discourse on IS in academia, providing insights into the lived experiences of research assistants and offering recommendations for institutional support mechanisms. Findings from this study will inform policies and interventions aimed at fostering a more inclusive and supportive academic environment, ultimately enhancing the academic success and well-being of emerging scholars.

This study employed a phenomenological qualitative approach, as phenomenology seeks to understand how individuals interpret their lived experiences (Patton, 2014). Through in-depth interviews, this research explored the shared perceptions and responses of research assistants experiencing imposter syndrome (Fraenkel & Wallen, 2009). To ensure that the selected participants genuinely experienced imposter syndrome, a two-stage selection process was implemented. First, participants were recruited through academic networks, university mailing lists, and social media platforms targeting early-career researchers. During recruitment, potential participants were provided with a brief description of imposter syndrome and invited to self-identify based on their personal experiences. Those who resonated with the description and expressed interest were invited to participate in the study. Following recruitment, participants engaged in an initial screening discussion where they described their experiences with self-doubt, academic pressures, and their perceptions of professional inadequacy. This stage helped confirm that participants had encountered IS in their academic journey. Ten research assistants were then selected using maximum variation sampling to ensure diversity in gender, seniority, academic discipline, and institutional setting (Yıldırım & Şimşek, 2013). This approach allowed for an exploration of both commonalities and variations in how IS manifested across different backgrounds and academic cultures. Data were analyzed using content analysis, employing NVivo software to facilitate systematic coding and thematic categorization. The study identified key themes related to the experiences, coping mechanisms, and potential institutional interventions addressing IS. The theoretical framework integrated identity theory and self-efficacy theory to examine how individuals perceived their academic identities in relation to IS, as well as how they navigated their dual roles as students and early-career academics. By adopting a rigorous participant selection and validation process, this study ensured that the individuals interviewed authentically represented those experiencing IS. The methodological rigor strengthened the credibility of the findings and allowed for meaningful insights into the complex nature of IS among research assistants.

This study provides an in-depth understanding of the imposter phenomenon as experienced by research assistants in academia. The data analysis process is ongoing, and preliminary findings suggest several key insights: • Academic and institutional factors such as high-performance expectations, lack of mentorship, and competitive environments contribute to the prevalence of IS. • Research assistants conceptualize their experiences with IS through narratives of self-doubt, professional insecurity, and perceived inadequacy. • Initial patterns indicate that common coping mechanisms include peer support networks, resilience-building strategies, and seeking validation through academic achievements. The study is exploring potential interventions such as structured mentoring initiatives, well-being programs, and institutional recognition of imposter-related struggles. As the analysis progresses, further insights may emerge regarding how institutional cultures and policies shape the experience of IS. The study also seeks to compare its findings with existing literature on IS in academia, assessing how cultural and institutional differences across European higher education systems influence the phenomenon. By incorporating a European perspective, this study contributes to discussions on the working conditions of early-career researchers within the broader international academic context. The findings emphasize the need for inclusive academic environments that acknowledge the psychological challenges faced by emerging scholars and implement proactive support mechanisms to foster academic confidence and professional growth.

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