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Dissertation
A hermeneutic phenomenological study exploring the impact of imposter syndrome on female leaders at different stages in their careers
Doctor of Education (Ed.D.), Drexel University
May 2025
DOI:
https://doi.org/10.17918/00010948
Abstract
Despite extensive research on Imposter Syndrome, a significant gap exists in understanding its progression among females advancing through leadership roles. While studies document high prevalence rates of Imposter Syndrome among female leaders, with up to 75% reporting symptoms throughout their careers, questions remain about how these experiences evolve with career advancement. This hermeneutic phenomenological study explored how Imposter Syndrome manifests and potentially intensifies as women progress through leadership positions. Through in-depth, semi-structured interviews utilizing Seidman's phenomenological interviewing method, this study examined the lived experiences of six female leaders who have achieved at least one promotion since their initial leadership role and self-identify as having experienced at least two of the six characteristics of Imposter Syndrome identified by Clance and Imes (1978). Participants reflected on their experiences with Imposter Syndrome before and after leadership transitions, providing insights into potential patterns, triggers, and evolutionary aspects of the phenomenon. Findings contribute to understanding Imposter Syndrome's progression throughout women's leadership journeys, its impact on career advancement decisions, and its role in perpetuating gender disparities in senior leadership. This research has significant implications for developing targeted interventions, enhancing leadership development practices, and supporting women's advancement into senior leadership positions.
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Details
- Title
- A hermeneutic phenomenological study exploring the impact of imposter syndrome on female leaders at different stages in their careers
- Creators
- Tiffany Johnston
- Contributors
- Joy C. Phillips (Advisor)Dominic F. Gullo (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- vii, 134 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022053138004721