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Abstract

While Impostor Phenomenon (IP) is widely studied, the experiences of Asian nontraditional doctoral students in research-intensive universities remain underexplored. This qualitative case study investigated the lived experiences of six Asian nontraditional doctoral students with IP at a tier-one Southern U.S. university. Framed by Mezirow’s Transformative Learning Theory, the study used the Clance Impostor Phenomenon Scale (CIPS) and in-depth interviews to assess the severity of impostor characteristics and examine how participants made meaning of IP. Findings revealed that the participants navigated disorienting dilemmas, often related to academic gatekeeping, and engaged in critical self-reflection. This process led them to reframe their impostor feelings as catalysts for growth, resilience, and redefined success. The study recommends that doctoral programs foster inclusive, transformative learning through stronger mentorship and accountability to challenge systemic barriers and empower marginalized learners.

Keywords

impostor phenomenon imposter syndrome Asian nontraditional (international) doctoral students transformative learning identity development doctoral education

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Impostor Phenomenon and Identity Transformation Among Asian Nontraditional Doctoral Students

Abstract

Keywords

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