Imposter Phenomenon and Women Academics in South Africa

Imposter syndrome is a psychological phenomenon characterized by self-doubt regarding intellectual competence, skills, and accomplishments, despite evident success. This syndrome often results in a persistent fear of being exposed as a fraud, attracting significant attention in academic discourse and societal discussions. For women in academia, imposter syndrome manifests as heightened self-doubt and feelings of inadequacy, undermining their confidence and hindering professional advancement.

With ongoing transformation initiatives in South African universities aimed at increasing the representation of women and Black individuals in academic positions, there has been a notable demographic shift in the profession. However, this change has coincided with rising levels of impostorism among these groups, underscoring the complex interplay between societal changes and individual experiences in academic environments. While existing research has predominantly focused on individualistic and psychological perspectives, there remains a critical gap in understanding the sociological factors influencing imposter syndrome.

This paper aims to address this gap by conducting a sociological exploration of imposter syndrome among women academics at a South African university. Employing a qualitative phenomenological approach underpinned by feminist intersectionality, socio-cultural, and organisational cultural theoretical frameworks, the research illuminates how sociological factors—such as gender, race, and socio-economic background—interact with societal structures and organisational cultures. These factors shape experiences of workplace justice and fairness, particularly concerning imposter syndrome.

By engaging with classical and contemporary theories of justice, this study seeks to understand how academic environments perpetuate inequalities and marginalization. This analysis provides a nuanced understanding of imposter syndrome and offers insights into promoting workplace equity and addressing ongoing inequalities within academic institutions.