Navigating Dual Marginalization: Addressing Imposter Syndrome Among First-Generation Women in STEM

Imposter Syndrome, the persistent feelings of inadequacy and fear of being exposed as a "fraud"; is a pervasive issue among high-achieving individuals, particularly first-generation women in STEM fields. This study delves into multifaceted determinants contributing to Imposter Syndrome among first-generation women in STEM, examines its impact on their academic and professional trajectories, and discusses strategies to mitigate these effects to bridge the gap. Drawing on Pierre Bourdieu’s theory of social and cultural capital and in-depth qualitative analysis, the study finds that higher education institutes are dominated by wealthy elites and dominated culture. This underlying hunch is tested by analyzing in-depth qualitative interview
data and focus group discussions collected from students of public sector universities in Islamabad, the capital of Pakistan. This group faces dual marginalization stemming from both their gender and first-generation status intensifying their struggle with self-doubt and a sense of not belonging. The intersection of these identities creates unique challenges: first-generation students often lack familial guidance and support in navigating higher education, while women in STEM contend with deeply ingrained gender stereotypes and the pressures of being underrepresented in male-dominated fields. Through targeted interventions, such as mentorship programs, inclusive educational practices, and mental health support, educational institutions can better support these students in overcoming Imposter Syndrome. By fostering a more inclusive and supportive environment, we can empower first-generation women in STEM to fully realize their potential and contribute meaningfully to their fields. This abstract invites discussions on how to implement and scale such interventions to create lasting change.