CES8130

IMPOSTER SYNDROME OR IMPOSTER PHENOMENON: Edwards, C. W. (2019). Overcoming imposter syndrome and stereotype threat: Reconceptualizing the definition of a scholar. Taboo, 18(1), 18-34. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fovercoming-imposter-syndrome-stereotype-threat%2Fdocview%2F2307370579%2Fse-2%3Faccountid%3D27965

..]I have earned a variety of scholarships that have funded my college and graduate degrees. Both of my parents graduated high school, and neither graduated from a four-year college or university. [...]I consider myself a first-generation college student. [...]I remember hearing them talk about how I would earn scholarships and attend college before I even knew what scholarships and college were. While reassembling how I envision and respond to my ecosystem, being in fellowship with individuals I trust has helped me develop a sense of belonging. [...]my second recommendation for women of color is to take time to seek out, utilize, and, if needed, develop a community. In this critical autoethnography I will explore the theoretical underpinnings of the imposter syndrome, stereotype threat, and intersectionality to give voice to my lived experiences as a young, Black woman in the predominately middle-aged, White, male academy. While retelling the stories of both my childhood and young adulthood, I will speak my truth while connecting theory to praxis. I will also explain how I overcame imposter syndrome and stereotype threat by reconceptualizing the definition of a scholar. In the spirit of the opening quote from Audre Lorde, I had to define myself for myself to both survive and thrive. Finally, I will offer several recommendations for women of color to consider as they navigate their own space and place in the elusive ivory tower. Theoretical Underpinnings The imposter syndrome is a phenomenon that was first coined in the 1970s by psychologists Dr. Pauline Rose Clance and Dr. Suzanne Imes to describe feeling like an academic or professional fraud. In their seminal work, Clance and Imes (1978) examined women specifically and asserted that "[d]espite outstanding academic and professional accomplishments, women who experience the imposter phenomenon persist in believing that they are really not bright and have fooled anyone who thinks otherwise" (p. 1). Simply put, women who suffer from the imposter syndrome do not feel worthy of the praise they receive on the basis of their academic or professional accomplishments. Instead of acknowledging their accomplishments as achievements that they deserved and earned, women with the imposter syndrome perceive these achievements as overestimations of their gifts and talents. Context plays a vital role in the imposter syndrome as women are looking to others to determine what characteristics make one an authentic academic or professional. In comparing themselves to whom they deem as authentic academics or professionals, women notice differences and begin to feel like counterfeits. This feeling activates the dangerous cycle of women attempting to forecast others' perception of them and then performing behaviors based on those assumed perceptions. In particular, the psychologists observed four different types of behaviors performed by women with imposter syndrome that perpetuate the phenomenon (Clance & Imes, 1978). The first behavior is engaging in diligence, which refers to women working hard to prevent others from discovering their status as an imposter. The second behavior is engaging in intellectual inauthenticity, which refers to women choosing to conceal their true ideas and opinions, and only voicing ideas and opinions they believe will be well received by their audience. The third behavior is engaging in charm, which refers to women seeking to gain the approval of their superiors by being well liked and perceived as intellectually special. The fourth and final behavior is avoiding displays of confidence, which refers to women being cognizant of society's rejection of successful women and consciously exhibiting themselves as timid. While distinct concepts, both the imposter syndrome and stereotype threat underscore the anxiety that some marginalized groups, such as women and people of color, experience based on how they interpret and internalize the perceptions of others. Rooted in the ideologies of privilege and oppression, both phenomena ignite a sense of otherness and propagate the dominant metanarrative. Whether they feel as though they do not belong (i.e., imposter syndrome) or they feel as though they must prove they belong (i.e., stereotype threat), some marginalized groups are hyperaware of how they are othered, and this awareness influences how they navigate spaces. Instead of being their full selves, they mask, camouflage, or alter their being to be accepted by the majoritarian group.

FEMALE COUNSELOR EDUCATORS: Avent Harris, J.,R., Trepal, H., Prado, A., & Robinson, J. (2019). Women counselor educators' experiences of microaggressions. Journal of Counselor Preparation and Supervision, 12(2).

Abstract This phenomenological study explored seven women counselor educators' experiences with committing and receiving microaggressions within the context of their professional roles and academic responsibilities. The following themes emerged: continuum of awareness, responding to microaggressions, power in academia, impact of microaggressions, and intersection of identity. Implications and recommendations for counselor educators and administrators are provided. Keywords: Microaggressions, women, counselor education, phenomenology Intersectionality framework (Crenshaw, 1989) served as a grounding for the study. Intersectionality assumes that race, gender, class, sexuality, etc. do not operate in isolation of one another. Instead, it is the intersection of these identities that form an individual and impacts their experience in the world.The interview questions allow for the flexibility for participants to speak from any of these parts of themselves. Future research could also consider the intersection of other identities such as ability status and sexual orientation for women in counselor education. Since qualitative research often serves as a foundation for future quantitative studies, researchers could investigate factors (e.g., racial identity development) that may predict counselor educators' experiences, both committing and responding to microaggressions.

CARRIER BARRIERS: Kim, Y. H., & O'Brien, K. M. (2018). Assessing women's career barriers across racial/ethnic groups: The perception of barriers scale. Journal of Counseling Psychology, 65(2), 226-238. https://doi.org/10.1037/cou0000251

All groups of women of color reported higher career barriers due to racism and higher educational barriers due to racial discrimination than White women. The results also demonstrated potential differences in salient barriers for women of color (educational barriers due to lack of confidence/skills for Asian women, career barriers due to sexism and racism for African American women, and educational barriers due to financial concerns for Latina women). The reliability estimates of the subscales were satisfactory and support for criterion validity was demonstrated. The results highlighted the importance of measuring and identifying salient barriers for college women of color. Future research and practice implications for assessing and ameliorating salient barriers for college women are discussed. (APA PsycInfo Database Record (c) 2019 APA, all rights reserved). Public Significance Statement—This study provides support for using an established instrument with college women of color to assess perception of barriers when pursuing educational and career goals. The findings highlight the importance of developing interventions to reduce barriers due to gender/racial discrimination, financial concerns, and lack of confidence and skills for college women of color. (APA PsycInfo Database Record (c) 2019 APA, all rights reserved)

COUNSELOR EDUCATORS: Schuermann, H., Avent-Harris, J., & Lloyd-Hazlett, J. (2018). Academic role and perceptions of gatekeeping in counselor education. Counselor Education and Supervision, 57(1), 51-65.

Although suggested best practices of gatekeeping within counselor education were first explored and published in the late 1990s (e.g., Frame & Stevens‐Smith, 1995; Lumadue & Duffey, 1999), student counselor impairment was not as widely researched. Researchers have suggested that 4% to 5% of those screened for challenges may lack the relational abilities or mental well‐being to become effective counselors (Gaubatz & Vera, 2002). Although this research is limited, it validates the necessity of gatekeeping procedures. However, even if counselor educators know and understand the importance of gatekeeping, they may not easily accept the role of gatekeeper. Generally, members of the counseling profession focus on support and strengths rather than evaluation and consequences (Bhat, 2005; Gaubatz & Vera, 2002; Lumadue & Duffey, 1999); thus, fulfilling the duties of a gatekeeper can be a reluctant and difficult role to navigate.

COUNSELOR EDUCATORS: Coaston, S. C. (2019). The happy professor: Optimizing faculty fit in counselor education. Journal of Counselor Preparation and Supervision, 12(1).

Counselor education can be rewarding and challenging, and as such finding a complementary fit with a university is crucial to personal success and satisfaction. New faculty entering academia often experience reality shock when faced with the unexpected personal and professional demands of the job. This article is intended for those considering doctoral work in counselor education, as well as individuals pursuing academic positions following graduation from a counselor education doctoral program. The author reviews the faculty responsibilities within higher education and the importance of person-environment fit in the workplace, and offers suggestions for applicants seeking positions as counselor educators .

COUNSELOR EDUCATORS: Solomon, C., & Barden, S. M. (2016). Self-Compassion: A Mentorship Framework for Counselor Educator Mothers. Counselor Education & Supervision, 55(2), 137-149.

Counselor educators experience high levels of stress. Mothers in academia face an additional set of emotional stressors. The authors offer a self-compassion framework for mentors to increase emotional resilience of mothers in counselor education. Researchers (e.g., Isgro & Castaneda, [ 16] ; Mason & Goulden, [ 20] ; Sallee, [ 30] ) have suggested that mothers in academia face hostile institutional and departmental environments; lack of social and mentoring support; and restrictive, sexist tenure and promotion policies. Without the appropriate support, mothers' career advancement may suffer as they negotiate the family role versus the academic role (Bailyn, [ 2] ; Probert, [ 27] ). In an organizational culture that supports gender stereotyping, mothers often find themselves positioned as caretakers (Aiston & Jung, [ 1] ; Schein, [ 32] ; Turner, [ 38] ) or academic moms (Ropers‐Huilman, [ 29] ). First, Hill, Leinbaugh, and Bradley ([ 13] ) found that participants reported the environment in academia as a significant factor for job satisfaction, with negative influences attributed to toxic faculty members and perceptions of invisible and visible walls in the career development of female counselor educators. Faced with such a toxic environment, women can potentially exclude themselves intellectually and socially from the academic context. Second, in a phenomenological investigation, Trepal and Stinchfield ([ 36] ) found that mothers face little colleague support (especially with help defining the motherhood role), covert and overt discrimination, roadblocks to promotion, and lack of proper mentoring. Accordingly, their participants indicated the importance of finding healthy boundaries to manage work and family stressors. Finally, an emergent theme from the study was a call for informal and formal mentoring by professional colleagues as pivotal in dealing with the environmental stressors inherent in academia. Among university faculty, counselor educators have a somewhat unique role because they are expected to be role models of wellness for their students. Researchers have suggested that counselor educators may face additional difficulties because of the nature of their discipline (Wester et al., [ 39] ). Wester et al. ([ 39] ), in their quantitative study on wellness for counselor educators (N = 180), found that life events related to family (e.g., children) could impair counselor educators' and counselor trainees' level of wellness. Thus, Isgro and Castaneda's ([ 16] ) recommendation that academic organizations offer a supportive and caring environment that includes compassionate communication along with resources such as mentoring to foster a culture of caring among faculty is especially relevant for counselor education programs. Effective mentoring provides guidance, inspiration, reassurance, acknowledgment, and proper advice (Fuller, Maniscalco‐Feichtl, & Droege, [ 8] ). Bova and Phillips ([ 4] ) defined the following roles for effective mentorship: (a) Understand and explore the goals and struggles of the mentee, (b) provide encouragement based on the mentee's goals, (c) offer opportunities to work as a team, and (d) assist the mentee to navigate the political challenges of academia. Scholars have suggested that the invisible barriers facing women in academia, such as gender bias, maternal wall, maternal guilt, pretenure tensions, and social isolation, could be alleviated with individual mentoring. Unfortunately, specific recommendations and descriptions of practical applications of mentorship for women in academia—mothers in particular—facing psychological and social stressors are lacking (Briggs & Pehrsson, [ 5] ; Isgro & Castaneda, [ 16] ).

HELP-SEEKING BEHAVIOR: Taylor, R. E., & Kuo, B. C. H. (2019). Black American psychological help-seeking intention: An integrated literature review with recommendations for clinical practice. Journal of Psychotherapy Integration, 29(4), 325-337

Cumulative research has indicated that Black Americans underutilize voluntary mental health services. This review article adopts the theory of planned behavior (TPB; Ajzen, 1991) model as an organizing conceptual framework to demonstrate how a variety of factors contribute to Black Americans' reluctance to seek psychological help. These factors include perceived negative consequences associated with seeking help (i.e., mental illness stigma); social pressure against psychological help-seeking (i.e., endorsement of beliefs, such as 'Black people do not get mental illness,' 'Black people must be strong,' and/or 'Black people who seek professional help have less faith in God'); and perceived difficulties associated with seeking professional help (e.g., cultural mistrust, microaggressions in therapy). This article then suggests approaches that practitioners can use to encourage mental health service use in this population, such as reducing mental illness stigma through psychoeducation; discussing the influences of race/ethnicity and culture in therapy; and preventing and addressing microaggressions in therapy. Finally, the article discusses directions for future research to further investigate how to better understand and encourage psychological help-seeking intention in the Black community.

SUPPORTS/BARRIERS FOR FACULTY: Gonzalez, L. M., Wester, K. L., & Borders, L. D. (2019). Supports and barriers to new faculty researcher development. Studies in Graduate and Postdoctoral Education, 10(1), 21-34.

Depending on their institutional context, for new faculty members to successfully manage their transition from doctoral studies to early career, they must show potential as researchers. The purpose of this study was to learn about supports and barriers to researcher development in new faculty members.

SUPPORTS & BARRIERS: Gonzalez, L. (2019). Supports and barriers to new faculty researcher development. Studies in Graduate and Postdoctoral Education., 10(1), 21-34.

Depending on their institutional context, for new faculty members to successfully manage their transition from doctoral studies to early career, they must show potential as researchers. The purpose of this study was to learn about supports and barriers to researcher development in new faculty members. Because of the rising importance of research and scholarship in tenure-seeking faculty work-life (Eagan and Garvey, 2015), scholars have been attempting to describe the factors that contribute to the development of research interest and productivity (Bland et al., 2005; Creamer, 1998). The term researcher development encompasses both a professional investigative skill set and a mindset of engaging in research as a key work function (Gelso and Lent, 2000). Research productivity includes activities such as generating refereed scholarly publications, refereed creative scholarly works and non-refereed works such as professional presentations or technical reports (Kahn and Scott, 1997). Researcher development and (ultimately) productivity are important for early career faculty members who will be evaluated on their research production (Lucas and Murray, 2011; Magnuson et al., 2006), in addition to teaching skills. Faculty researchers also serve as models for doctoral students and postdoctoral scholars who are building research-related skills and attitudes critical to their future career trajectories (Gelso, 1993)

AFRICAN AMERICAN WOMEN: Wallace, D. D., Carlson, R. G., & Ohrt, J. H. (2021). Culturally adapted cognitive-behavioral therapy in the treatment of panic episodes and depression in an african american woman: A clinical case illustration. Journal of Mental Health Counseling, 43(1), 40-58.

Disproportionately at higher risk for these and other conditions are African American women, who are 20% more likely than the general population to experience serious mental health problems (NAMI, 2017; Ward & Heidrich, 2009). Psychological distress is associated with depression (Marshall-Fabien & Miller, 2016), and additional factors such as sexism, racism, and discrimination compound the severity and cyclical nature of symptoms for Black women, making the impact more detrimental than among other races. Baker (2001) found that African American women often present with alternative symptomatology of depression, which includes complaints of being stressed, overwhelmed, and burdened by multiple tasks and roles. This is a stark difference from the diagnostic criteria described in the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; American Psychiatric Association [APA], 2013). A diagnosis of depression often relies upon the subjective and/or objective experience of sadness and the client's ability to demonstrate changes in mood, with significant impairment in functioning across multiple areas (APA, 2013). Unique to the experiences of African American women are culturally embedded schemas that are believed to inhibit expression of emotion or requests for the assistance of others (Abrams et al., 2018), a phenomenon known as self-silencing (Jack & Ali, 2010). According to Romero (2000), African American women often mask signs of distress behind a culturally endorsed cloak of strength referred to as the Strong Black Woman (SBW) archetype. Embrace of the archetype, as demonstrated through behaviors and belief systems that encourage perseverance and suppression of need (Romero, 2000), has been linked to depression (Donovan & West, 2015) and anxiety (Watson & Hunter, 2015) in African American women. Abrams et al. (2018) found that culturally normed expectations inhibit the help seeking and treatment success of women embracing the archetype. Beauboeuf-Lafontant (2007) demonstrated the ideology of strength within the archetype as a mandate of "shoulds" that dictate culturally expected behavior and emotion regulation.

WELLNESS FOR COUNSELORS: Foreman, T. (2018). Wellness, exposure to trauma, and vicarious traumatization: A pilot study. Journal of Mental Health Counseling, 40(2), 142-155.

Due to the increasing number of clients seeking counseling who have experienced trauma, counselors are at a greater risk for developing vicarious traumatization and becoming impaired. Wellness has been described as helpful in managing the effects of working with clients who have experienced trauma and in mitigating impairment. The current pilot study examined how exposure to client trauma experiences impacted counselors' (N = 68) wellness and how exposure to client trauma along with wellness influenced vicarious traumatization. Participants had an average of 12.9 years of experience and a caseload on which most clients reported a trauma history. The expectation that greater exposure to client trauma would influence wellness was not met. However, results indicated that counselors with higher levels of wellness along with exposure to client trauma exhibited significantly lower levels of vicarious traumatization. The pilot study builds awareness of vicarious traumatization and highlights the importance of wellness.

IMPOSTER SYNDROME OR IMPOSTER PHENOMENON: Cokley, K., McClain, S., Enciso, A., & Martinez, M. (2013). An examination of the impact of minority status stress and impostor feelings on the mental health of diverse ethnic minority college students. Journal of Multicultural Counseling and Development, 41, 82-95. 10.1002/j.2161-1912.2013.00029.x

Ethnic minorities have long experienced disparities in life outcomes across multiple domains (e.g., education, employment, and physical and mental health). Ethnic minority status is often associated with poorer schools (Massey, 2006) and poorer mental health in comparison with the European American majority status (Cokley, Hall-Clark, & Hicks, 2011). Although the mental health of ethnic minority college students is influenced by general stressors affecting all college students, including exams, writing papers, and other academic stressors (Grayson, 1998), their mental health is also likely to be negatively affected by additional stressors, including experiences with racism and discrimination, traumatic stress, educational hegemony, insensitive comments, and questions of belonging on a college campus (Goodman & West-Olatunji, 2010; Okazaki, 2009; Smedley, Myers, & Harrell, 1993). These unique racialized stressors have been referred to as minority status stress and can result in specific coping strategies (Brown, Phillips, Abdullah, Vinson, & Robertson, 2011), lead to heightened feelings of not belonging, and interfere with students' adjustment to college (Smedley et al., 1993). Another stressor experienced by ethnic minority students is impostor feelings, which can lead to depression (Austin, Clark, Ross, & Taylor, 2009). Impostor feelings refer to an internal sense of intellectual phoniness (Clance & Imes, 1978). Thus, minority status stress and impostor feelings can contribute to diminished mental health among ethnic minority college students. Although there are many studies that document the experience of minority status stress (and race-related stress) among ethnic minority college students, only two published studies exist that document impostor feelings among ethnic minority college students (Austin et al., 2009; Ewing, Richardson, James-Myers, 8c Russell, 1996). We were unable to locate any studies that examine both minority status stress and impostor feelings in relation to mental health. Thus, the purposes of this study were (a) to examine ethnic minority differences in minority status stress, impostor feelings, and mental health and (b) to explore the contributions of minority status stress and impostor feelings to mental health among a sample of ethnic minority college students. ethnic minority college students, minority status stress, and mental health Research has found that most racial and ethnic minorities report experiencing racial discrimination, and many report the experiences as stressful (Landrine & Klonoff, 1996). Such experiences also permeate the life of college students, who may also experience school-based sources of this stress, such as subtle or overt racist educational policies, culturally insensitive instructors and curriculum, and interracial group tension (Chiù & Ring, 1998). Enduring negative stereotypes, perceived discrimination, and cultural incongruity may put ethnic minority students at risk for psychological distress. Research has found that minority status stress negatively affects mental health outcomes, such as general psychological distress (Neville, Heppner, Ji, 8c Thye, 2004) and depressive and anxiety symptoms (Jones, Cross, & DeFour, 2007; Kessler, Mickelson, & Williams, 1999). The impostor phenomenon has been tied to clinically significant mental health symptoms of depression, generalized anxiety, and low self-esteem (Chrisman, Pieper, Clance, Holland, & Glickauf-Hughes, 1995; McGregor, Gee, & Posey, 2008) . In their early work, Clance and Imes (1978) discussed negative societal messages about women and success as factors contributing to the maintenance of impostor feelings among women. However, subsequent studies have shown no significant differences in impostor feelings rates between men and women (Castro, Jones, & Mirsalimi, 2004) . Very few published studies have examined the relevance of this construct to ethnic minorities. The few studies that have been published suggest that women of color may be particularly affected by impostor feelings because of a double-minority status (Clance, Dingman, Reviere, & Stober, 1995). We propose that, similar to women, some ethnic minorities, particularly ethnic minority women, may be especially vulnerable to feelings of the impostor phenomenon.

INTERSECTIONALITY OR INTERSECTIONAL IDENTITY: 1989 U. Chi. Legal F. 139 (1989)Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics

FIND LITERATURE

INTERSECTIONALITY OR INTERSECTIONAL IDENTITY: Carbado, D., Crenshaw, K., Mays, V., & Tomlinson, B. (2013). INTERSECTIONALITY: Mapping the Movements of a Theory. Du Bois Review: Social Science Research on Race, 10(2), 303-312.

FIND LITERATURE

STIGMA & IMPOSTER SYNDROME OR IP: Cokley, K., Awad, G., Smith, L., Jackson, S., Awosogba, O, Hurst, A., Stone, S., Blondeau, L. & Robers, D. (2015). The roles of gender stigma consciousness, impostor phenomenon and academic self-concept in the academic outcomes of women and men. Sex Roles 73, 414-426.

Impostor Phenomenon The stigma that is associated with various social identities like gender can impact the psychological make-up, social behavior and life outcomes of individuals (Major 2012). One area that can be affected by stigma is in feelings regarding ones achievements and accomplishments. Originally, the impostor phenomenon (IP) was defined as the experience of intellectual fraudulence or phoniness among high achievers (Bernard et al. 2002; Clance and Imes 1978; Clance and OToole 1987). 416 Sex Roles (2015) 73:414426 Clance and Imes (1978) examined impostorism among women who despite having attained academic and professional successes, reported feelings of unintelligence and fraud. Impostors have feelings of personal phoniness and they believe others (e.g., a professor, supervisor, or peer) mistakenly see them as competent, intelligent, and deserving of success. Moreover, impostors believe they must continuously perform well to prevent others from discovering their phoniness and incompetence (Clance and Imes 1978). They live in a fear of being found undeserving of their success (Clance and Imes 1978). Consequently, impostors experience self-imposed pressure to perform well, to meet expectations, demonstrate that they are deserving of success, and to disconfirm their own negative view of themselves. Higher levels of impostorism have also been linked to higher GPA (King and Cooley 1995). Impostors tend to have higher grades because of the self-imposed pressure to perform well. Due to their high expectations and continuous need to prove themselves, impostors tend to be high in perfectionism (Henning et al. 1998), frustration, depression, and they tend to suffer from generalized anxiety and lack of self-confidence (Clance and Imes 1978). In a study examining traits that predict impostor feelings, Vergauwe et al. (2014) found that self-efficacy was the strongest predictor, followed by maladaptive perfectionism and neuroticism. While some research has found that impostorism is higher among women than men (Clance and Imes 1978; McGregor et al. 2008), other studies have failed to produce gender differences (Cokley et al. 2013; Cowman and Ferrari 2002). However, there is some evidence that higher levels of impostor feelings are associated with GPA for women but not men (King and Cooley 1995). We speculate that given differences in gender socialization, men may be less impacted by impostorism than women. When research has found differences, it usually indicates women being more susceptible to impostorism. More research is needed to better understand gender differences regarding the experience and impact of the impostor phenomenon on academic outcome The question of gender differences in academic outcomes has been widely reported and debated. Recent data suggest more similarities than differences in achievement, yet also show males being more likely to make ability attributions for grades while females are more likely to make effort attributions. Thus, it may be more useful to focus on underlying factors and psychological processes that are gendered and influence academic outcomes. The primary purpose of this study was to test a hypothesized model of academic outcomes in a sample of U.S. undergraduate women and men in the Southwest (345 women, 146 men). Participants were recruited from an educational psychology subject pool and completed an online survey. A hypothesized path model was tested that linked gender stigma consciousness to impostor phenomenon, and linked impostor phenomenon to the academic outcomes of disengagement and grade point average (GPA) through academic self-concept. Alternative models were also tested that included 1) academic self-concept predicting impostor feelings, 2) impostor feelings predicting gender stigma consciousness, and 3) GPA predicting academic self-concept. Results revealed the hypothesized model fit the data reasonably well across men and women while the alternative models resulted in a poorer fit. However, there were notable differences in some of the paths. The path from impostor phenomenon to GPA was significant for women but not men, while the path from academic self-concept to disengagement was significant for men but not women. Theoretical and practical implications regarding the gendered role of impostor feelings in grades are discussed.

AA WOMEN AND RACE RELATED STRESS: Davis, N. (2020). African american women's narrative to managing race-related stress (Order No. 27999341). Available from Dissertations & Theses @ Capella University. (2419453321).

In response to gendered racism and intersectionality that African American women experience daily, African American women utilized positive social schemas, such as the strong black woman and the superwomen concept. While creating social characters may appear to buffer surface-level feelings of race-related stress, previous literature reports significant relationships between various health disparities and race-related stress for African American women. Using the black feminist thought (BFT) framework, a qualitative study was developed to give African American women a narrative voice on the research question, How do African American women manage race-related stress? With the constructivist grounded theory, the results were grounded in the thoughts and feelings of the African American women participants. Middle-age (40-60 years old) African American women with middle social class were recruited to develop a homogeneous theoretical sample. Three levels of coding analysis were utilized to extract the most salient categories. The results indicated that African American women are exposed to race-related stress while participating in social experiences (e.g., work or shopping). When African American women experience inciting incidents with social cue triggers, African American women experience the weight of race-related stress. To protect their authentic self from the impact of race-related stress, African American women have learned to utilize the internal micro-processes of reattributing responsibility, releasing contention, and regaining composure. Working in tandem with the outward micro-process of shifting to suitable response and negotiating racial dynamics, African American women project the social self of the progressive protagonist. Future research should replicate the constructive grounded theory approach with African American males with similar social class and other cultural groups to see if the results are similar.

INTERSECTIONALITY OR INTERSECTIONAL IDENTITY: Davis, N. (2020). African american Women'S narrative to managing race-related stress (Order No. 27999341). Available from Dissertations & Theses @ Capella University. (2419453321). Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fdissertations-theses%2Fafrican-american-women-s-narrative-managing-race%2Fdocview%2F2419453321%2Fse-2%3Faccountid%3D27965

In response to gendered racism and intersectionality that African American women experience daily, African American women utilized positive social schemas, such as the strong black woman and the superwomen concept. While creating social characters may appear to buffer surface-level feelings of race-related stress, previous literature reports significant relationships between various health disparities and race-related stress for African American women. Using the black feminist thought (BFT) framework, a qualitative study was developed to give African American women a narrative voice on the research question, How do African American women manage race-related stress? With the constructivist grounded theory, the results were grounded in the thoughts and feelings of the African American women participants. Middle-age (40-60 years old) African American women with middle social class were recruited to develop a homogenous theoretical sample. Three levels of coding analysis were utilized to extract the most salient categories. The results indicated that African American women are exposed to racerelated stress while participating in social experiences (e.g., work or shopping). When African American women experience inciting incidents with social cue triggers, African American women experience the weight of race-related stress. To protect their authentic self from the impact of race-related stress, African American women have learned to utilize the internal microprocesses of reattributing responsibility, releasing contention, and regaining composure. Working in tandem with the outward micro-process of shifting to suitable response and negotiating racial dynamics, African American women project the social self of the progressive protagonist. Future research should replicate the constructive grounded theory approach with African American males with similar social class and other cultural groups to see if the results are similar.

COUNSELOR EDUCATORS: Simmons, M., McDermott, M., Lock, J., Crowder, R., Hickey, E., DeSilva, N., . . . Wilson, K. (2019). When educators come together to speak about well-being: An invitation to talk. Canadian Journal of Education, 42(3), 850-872.

In the complexities of contemporary education, educators-along with school counsellors and social workers-grapple with issues of trauma, grief, loss, and, in turn, well-being, in both their professional and personal lives. Wasserman (2015) calls teaching "multi-layered, multi-dimensional, multi-faceted," a perspective she calls "kaleidoscopic" (p. 87). In the contemporary landscape, educators may have to design learning to meet the needs of refugee students and the inherent complexities that emerge from experiences of displacement (Miles & Bailey-McKenna, 2016; Record-Lemon & Buchanan, 2017; Weeks, Sullivan, & Simonson, 2017), or students who may come from myriad traumatic backgrounds, requiring specific knowledge and strategies to have a positive influence (Brunzell, Stokes, & Waters, 2018). Necessarily, under these local and global conditions, much recent attention has focused on the importance of cultivating the well-being of students. However, as Briner and Dewberry (2007) concluded, educator well-being also needs attention, to improve school performance among other reasons. Konu, Viitanen, and Lintonen (2010) propose that "without teachers' wellbeing it is hard to build up students' wellbeing" (p. 44). Research supports the conclusion that student well-being is necessary for students to reach their potential (Oberle, 2018), making educator well-being significant not just for educators but, importantly, for their students, and thus for society at large. Within educators' professional practice, then, we are interested in what role schools play concerning their well-being. The goal of this funded project was twofold: first, to conduct a systematic literature review that established the conceptual foundation of well-being and the role schools play concerning the well-being of educators; and second, to determine what the implications are for implementing training programs about well-being in pre-service and in-service teacher education.

HELP-SEEKING BEHAVIOR: Brandt, K., Mendoza, H., & Masuda, A. (2019). Mental health help-seeking experience and attitudes in Latina/o american, asian american, black american, and white american college students. International Journal for the Advancement of Counselling, 41(4), 492-508.

Mental Health Help-Seeking Attitudes and Mental Health Stigma Positive mental health help-seeking attitudes have been known to be associated with increasedmental health service utilization (Nam et al.2013). The current literature in regard to mentalhealth help-seeking attitudes is built on the construct of help-seeking attitudes that wasoriginally proposed by Fischer and Turner (1970). According to Fischer and Turner, mentalhealth help-seeking attitudes are multidimensional and reflect (a) perceived recognition ofneed for professional psychotherapeutic help, (b) tolerance for stigma associated with seekingmental health treatment, (c) willingness to disclose information related to one's problems, and(d) confidence in the ability of the mental health practitioner. Stigmatizing attitudes toward people with psychological disorders, referred to as mentalhealth stigma, is yet another factor known to be relevant to mental health help-seeking. Mentalhealth stigma is a multidimensional construct and its definition varies slightly across re-searchers (e.g., Corrigan and Penn1999; Day et al.2007; Masuda and Latzman2011;Masuda et al.2009b). However, mental health stigma is generally conceptualized as a processof objectifying and dehumanizing a given person because he or she is labeled as having amental illness. This objectification and dehumanization of people with psychological disordersis theorized to be particularly manifested in two domains: (a) anxiety- and avoidance-basedstigmatizing attitudes (e.g.,Ba person with a psychological disorder is unpredictable^), and (b)greater degrees of concerns about disorder-related disruption to normal and meaningfulrelationships (e.g.,Ba person with a psychological disorder cannot pull himself/herself togetherin order to appropriately function^). Asian American and Black American students have beenshown to have greater stigmatizing attitudes towards people with psychological disorders thanWhite college students (Masuda et al.2009a,b).

STIGMA: Crowe, A. (2020). Ethnicity, Life Satisfaction, Stress, Familiarity, and Stigma Toward Mental Health Treatment. Journal of Counseling and Development., 98(1), 83-93.

Messages might include the notion that although other coping strategies can be beneficial for stress, it is critical for people to find professional help if they experience severe stress, which may become diagnosable if left untreated (Jason et al., [29]). Finally, our study results suggest that experience with mental health treatment positively influences attitudes toward mental health, especially for those who have lower levels of public stigma. Additionally, it would be important to further explore different types of internal and personal variables that explain a significant amount of variance in attitudes toward mental health treatment.

RACIAL OPPRESSION AAF: Lovejoy-Capers, T. (2020). The experience of thriving among black women following oppression (Order No. 27958969). Available from Dissertations & Theses @ Capella University. (2416279260).

Racial oppression and discrimination are concerns in the world because of the divisiveness between certain groups of people. Black women are particularly affected by these societal biases, for they attempt to define who they are based upon historical stereotyping and bigotry. Whenever Black women's stories are told, they are usually based on the perspective of men and non-Black women. There is a gap in the literature on the Black women's perspectives of their experiences with racial oppression and discrimination. The research question for the study was What are the experiences of thriving among Black women who report racial oppression and discrimination? The study used a generic qualitative inquiry to acquire data on the real-world experiences of Black women who reported racial oppression and discrimination; the researcher's purpose was to grasp an understanding of the origins of the oppression and discrimination and the effects on the women's psychological well-being. The sample consisted of eight participants who were between the ages of 41 and 56 years and who were born to Black parents from the United States. Data analysis was conducted using inductive analysis. The researcher concluded that racial oppression and discrimination had adverse effects on the psychological well-being of Black women, despite their resiliency. While support systems aided them with coping strategies, these systems were ineffective in eradicating the stressors and psychological turmoil that Black women encountered when confronted with social injustice and bias. However, amid adversity, these women navigated through obstacles and found ways to meet their goals to become successful and to thrive. Although the findings may be instrumental in bridging the gap in literature regarding racial oppression and discrimination that Black women face, there is the recommendation to expand the geographical region of participants to analyze the perspective of Black women in other areas to see if they share those same experiences.

AFRICAN AMERICAN FEMALES & IMPOSTER SYNDROME OR IP: Hill, L. (2020). Black women college students, impostor phenomenon, stereotypes, and mental health: A mixed-methods approach (Order No. 27998542). Available from ProQuest Dissertations & Theses Global. (2446980060). Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fdissertations-theses%2Fblack-women-college-students-impostor-phenomenon%2Fdocview%2F2446980060%2Fse-2%3Faccountid%3D27965

Stereotype threat, defined as the situational threat of confirming a negative stereotype about one's group in evaluative tasks, when stimulated, often results in a decrease in task performance due to the depletion of psychological resources (Steele & Aronson, 1995). Research noted that even the awareness of group stereotypes for Black women, also known as metastereotype awareness, in specific domains can activate symptoms of anxiety. In a recent study, researchers found that metastereotype awareness predicted negative mental health outcomes for Black women providing evidence for the hypothesis that both the external awareness and internal endorsement of negative group stereotypes are negatively impactful for this population (Jerald, Cole, Ward, & Avery, 2017). Demonstrably competent women showing difficulty internalizing their accomplishments despite external and objective markers of success. The clinicians and researchers labeled this presentation "the impostor phenomenon" (IP) which they eventually categorized as the tendency for highly successful people to discount their successes, attribute them to luck, and/or present with fear about being revealed as a fraud to others.

STIGMA: Crowe A, Kim T. Ethnicity, Life Satisfaction, Stress, Familiarity, and Stigma Toward Mental Health Treatment. Journal of Counseling & Development. 2020;98(1):83-93.

Stigma for African Americans and other minority groups is best understood within a broader cultural context, as many ethnic/racial minorities already face stereotypes and prejudices (Keating & Robertson, [30]). To openly disclose mental health issues would make such individuals vulnerable to further labeling, marginalization, and oppression (Gary, [26]). Stigma and help-seeking is clearly correlated since stigma has the propensity to negatively impact one's desire to seek help, (Crowe & Kim, 2020). Crowe et al. (2020) go on to posit that these negative attitudes towards help-seeking are also endorsed by professionals within the counseling industry and not solely limited to non-professionals. AAFCE are identified by ethnicity, gender, profession, and the roles that these markers hold. Unfortunately, many individuals do not seek support for mental health concerns due to the fear of judgment, discrimination, and stereotyping from others. This is particularly common among ethnic and racial minorities within the United States (HHS, [46]; McGuire & Miranda, [36]; Wong et al., [54]). The relationship between stigma and help seeking is clear, with stigma negatively impacting one's willingness to seek help (Crowe, Averett, & Glass, [16]). Stigma about mental illness does not stop at the general population; mental health professionals and primary caregivers hold their own stigmas about those with mental health concerns. Mental health and other providers, ranging from school counselors to psychiatrists and nurses, have endorsed negative attitudes toward themselves about seeking help, as well as toward the clients they serve, suggesting that stigma is not limited to nonprofessionals (Corrigan et al., [12]; Mullen & Crowe, [37]; Smith & Cashwell, [42]).

MICROAGRESSIONS: Stambaugh, T., & Ford, D. Y. (2015). Microaggressions, Multiculturalism, and Gifted Individuals Who Are Black, Hispanic, or Low Income. Journal of Counseling & Development, 93(2), 192-201. https://doi.org/10.1002/j.1556-6676.2015.00195.x

The authors hypothesize that gifted individuals are subject to microaggressions based on their unique characteristics. These microaggressions are perpetuated when gifted individuals are also Black, Hispanic, or low income. Research from the field of gifted education is combined with the counseling and psychology literature to explore the common assumptions that may lead to microaggressions. Multicultural considerations for counseling are discussed through the context of giftedness. Recommendations for counseling culturally different and low-income gifted students are presented.

STEREOTYPE THREAT: Smith, L & Cokley, K. (2016). Stereotype threat vulnerability: A psychometric investigation of the social identities and attitudes scale. Measurement and Evaluation in Counseling and Development, 49(2), 145-162. https://doi.org/10.1177/0748175615625752

The authors investigated the psychometric properties of the Social Identities and Attitudes Scale developed by Picho and Brown, which captures an individual's vulnerability to Stereotype Threat effects. Confirmatory factor analyses and group invariance tests conducted on a diverse sample of 516 college students revealed adequate reliability and validity. Stereotype threat is a social psychological phenomenon that is characterized by an individual's decreased task performance in the presence of stimuli that increases the individual's awareness of stereotypes about their group's underperformance in the task domain. Six Factors of the Social Identities and Attitudes Scale (SIAS) The SIAS (Picho & Brown, 2011) is a 30-item measure of an individual's stereotype threat susceptibility based on six constructs that previous research has found to be key moderators of stereotype threat's impact on performance. Previous investigations found that six factors emerge from the scale: Ethnic Identity (EI; four items), Gender Identity (GI; four items), Ethnic Stigma Consciousness (ESC; five items), Gender Stigma Consciousness (GSC; five items), Negative Affect (NA; six items), and Math Identification (MID; six items). All items used a 7-point Likert-type scale (1 = strongly disagree to 7 = strongly agree). An individual's response to the SIAS is interpreted as six different factor scores rather than as an overall score. In Picho and Brown's (2011) development of the SIAS, the researchers found support for discriminant and convergent validity of the measure. Their reliability analysis revealed that the SIAS is a reliable measure with factors' alpha values ranging from .81 to .95. Specific alpha values for each factor can be found in Table 1. The six factors that emerge from the SIAS are Ethnic Identity (EI), Gender Identity (GI), Ethnicity Stigma Consciousness (ESC), Gender Stigma Consciousness (GSC), Negative Affect (NA), and Math Identification (MI). Detailed factor definitions and sample items are provided in Appendix A. Strong, positive factor correlations were found between GSC and ESC (see Table 1). This correlation suggests that perhaps there is an overall heightened awareness of stigma that subsumes GSC and ESC. A strong, significant correlation between EI and ESC suggests that an individual who strongly identifies with his or her ethnic group is also more conscious of the negative stereotypes that others have about his or her group. The primary goal and most notable contribution of the current study was to test if the six-factor structure that previously emerged in the initial development of the SIAS was consistent across different ethnic and gender groups. Although this step is often left out in measure development and validation, measurement invariance must be maintained if we anticipate that the measure will be used for different racial and gender groups (Horn & Mcardle, 1992). The test of invariance in this study revealed that the same factors emerge across samples of Black, White, Asian, and Hispanic college students. Similarly, invariances tests for male and female participants revealed equivalent factor structure. These findings further support the use of the SIAS in potentially identifying stereotype threat-susceptible individuals, regardless of their racial/ethnic status and gender. Given that stereotype threat is a phenomenon that primarily affects individuals belonging to stigmatized groups, support for group invariance was a necessary step in the scale development process. Because the measure is invariant, researchers and practitioners can give this measure to men and women belonging to various ethnic groups and can be confident that it is still measuring the six factors that the SIAS claims to measure. This study confirmed that this measure is both reliable and valid and that the underlying factors are the same for various ethnic groups and for men and women. This finding should be viewed as an important addition to the stereotype threat literature and has the potential to help the field to further research efforts aimed at promoting women and ethnic minority's success in STEM domains. This measure can be used by both practitioners and researchers. It has been recommended that school psychologists consider stereotype threat when performing psychoeducational testing and also when providing treatment for academic-related anxiety (Jordan & Lovett, 2007 Appendix Ethnic Identification (EI) is the extent to which an individual forms his or her identity based on his or her membership within his or her ethnic group. The SIAS contains four items that load on the EI factor. One item states, "I am connected with my ethnic heritage." Ethnicity Stigma Consciousness (ESC) is the extent to which one is chronically self-conscious of stigma attached to one's ethnicity. The SIAS contains five items that load on the ESC factor. One item states, "My ethnicity affects how I interact with people from other ethnicities." Gender Identification (GI) is the extent to which an individual's gender forms a central part of one's self-concept. The SIAS contains four items that load on the GI factor. A sample item reads, "My gender is central to defining who I am." Gender Stigma Consciousness (GSC)is the extent to which one is chronically self-conscious of stigma attached to one's gender. The SIAS contains five items that load on the GSC factor. A sample item reads, "My gender affects how people act towards me." Math Identification (MI) is an identity formed by students who value math, have the skills to succeed in it, and perceive it as being useful to their future career. The SIAS contains six items that load on the MI factor. A sample item reads, "Doing well in math matters to me." Negative Affect (NA) is associated with negative feelings of dejection experienced during math test taking. The SIAS contains six items that load on the NA factor. All items of this factor begin with the phrase, "When doing difficult problems on a math test I . . ." A sample item reads, "Feel hopeless."

IMPOSTER SYNDROME OR IMPOSTER PHENOMENON: Anderson , A. (2020). A quantitative examination of mindfulness and impostor phenomenon in clinical counseling supervisors (Order No. 27743244). Available from Dissertations & Theses @ Capella University. (2385348237). Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fdissertations-theses%2Fquantitative-examination-mindfulness-impostor%2Fdocview%2F2385348237%2Fse-2%3Faccountid%3D27965

The concept of impostor phenomenon appears commonly in contemporary literature as well as in the media. Impostor phenomenon is internalized feelings of fraud or incompetence experienced by high-achieving professionals (Schubert & Bowker, 2017). Negative impacts of impostor phenomenon include high levels of procrastination, burnout, anxiety, depression, and decreased self-efficacy (Bernard, Lige, Willis, Sosoo, & Neblett, 2017; Fraenza, 2016; Hutchins, 2015; Lane, 2015; Neureiter & Traut-Mattausch, 2017; Qureshi et al., 2017; Vergauwe, Wille, Feys, De Fruyt, & Anseel, 2015). Professionals who work in supervisory roles may experience the same negative effects of the syndrome (Finley, Veach, MacFarlane, LeRoy, & Callanan, 2016; Rozental, Forsell, Svensson, Andersson, & Carlbring, 2015). For example, diminished confidence and limited years of supervisory experience are both contributing factors for burnout among clinical counseling supervisors (Allsbrook et al., 2016). Overall, more needs to be understood about the negative implications of impostor phenomenon on the professional development of clinical counseling supervisors. Research focused specifically on clinical supervisors is limited. Much previous research focused specifically on the supervisee's role or the supervisory relationship as a unit (Daniel, Borders, & Willse, 2015; Fulton, 2016; Glazer & Stein, 2015; Gockel, 2015). The lack of scholarly attention indicates a missed opportunity to empower supervisors with timely information and alleviate negative implications, allowing supervisors to better meet the responsibilities of counselor training. Field requirements and expectations, as well as the professional code of ethics, make it necessary for clinical supervisors to maintain a high level of self-awareness (Lambie & Ascher, 2016) to fulfill the responsibilities of the supervisory role 2 with confidence Johnson, Skinner, & Kaslow, 2014), self-efficacy (Finley et al., 2016) and preparedness (Kellett et al., 2015). Supervisors with impostor syndrome face additional challenges because negative effects create a significant barrier to job performance and may result in poor role-modeling for those receiving supervision.

STEREOTYPES: Cook, R. M., & Welfare, L. E. (2018). Examining Predictors of Counselor‐in‐Training Intentional Nondisclosure. Counselor Education & Supervision, 57(3), 211-226.

The evaluations of an individual's morality, competence, and sociability are sometimes incorrect, and yet social judgment plays a significant role in how stereotypes of social groups are formulated and how individual people are assessed (Abele & Wojciszke, [ 2] ; Brambilla & Leach, [ 12] ).

IMPOSTER SYNDROME OR IMPOSTER PHENOMENON: Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241-247. WITHIN THIS STUDY

The imposter syndrome is a phenomenon that was first coined in the 1970s by psychologists Dr. Pauline Rose Clance and Dr. Suzanne Imes to describe feeling like an academic or professional fraud. In their seminal work, Clance and Imes (1978) examined women specifically and asserted that "[d]espite outstanding academic and professional accomplishments, women who experience the imposter phenomenon persist in believing that they are really not bright and have fooled anyone who thinks otherwise" (p. 1). Simply put, women who suffer from the imposter syndrome do not feel worthy of the praise they receive on the basis of their academic or professional accomplishments. Instead of acknowledging their accomplishments as achievements that they deserved and earned, women with the imposter syndrome perceive these achievements as overestimations of their gifts and talents. Context plays a vital role in the imposter syndrome as women are looking to others to determine what characteristics make one an authentic academic or professional.

IMPOSTER SYNDROME OR IMPOSTER PHENOMENON: Bernard, D. L., Lige, Q. M., Willis, H. A., Sosoo, E. E., & Neblett, E. W. (2017). Impostor phenomenon and mental health: The influence of racial discrimination and gender. Journal of Counseling Psychology, 64(2), 155-166.

The impostor phenomenon (IP), or feelings of intellectual incompetence, reflects a maladaptive set of cognitions, which pose a significant psychological risk for African American emerging adults. In light of recent evidence suggesting that personal and sociocultural factors may influence the association between IP and psychological adjustment, this study used 2 waves of data to examine the extent to which gender and racial discrimination moderated the association between IP and indices of mental health among 157 African American college students (69% women; mean age = 18.30) attending a predominantly White institution. Analyses revealed that young African American women reporting higher frequencies of racial discrimination and women reporting lower levels of distress resulting from racial discrimination were most vulnerable to negative mental health outcomes, particularly at higher levels of IP. These findings suggest that IP may interact with gender and racial discrimination experiences to influence mental health outcomes. We discuss how these findings can be utilized to inform treatment of African American emerging adults experiencing IP and the importance of considering how gender and discrimination may intersect to exacerbate feelings of intellectual incompetence. (PsycINFO Database Record (c) 2019 APA, all rights reserved) Impact Statement: Public Significance Statement—This study suggests that impostor phenomenon, or feelings of intellectual incompetence, constitute a significant risk to the mental health of African American female college students who experience racial discrimination and who report low levels of distress from discrimination. The findings highlight important person-specific factors and race-related experiences to consider in the development of effective counseling interventions for high achieving African American women who experience the impostor phenomenon and other forms of psychological distress. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

STIGMA: Remedios, J., & Snyder, S. (2015). How Women of Color Detect and Respond to Multiple Forms of Prejudice. Sex Roles, 73(9-10), 371-383. https://doi.org/10.1007/s11199-015-0453-5

The processes by which women of color and White women living in the United States detect and respond to prejudice may differ because women of color experience racism, sexism and intersectional bias. This review builds on past research by articulating how existing process models of stigmatization, when applied to the stigmatization of women of color, leave important research questions unanswered. Stigmatized individuals' interpretations of and responses to others' behaviors are continuously shaped by the possibility that they will be targeted by prejudice. In each interaction in which prejudice is plausible, targets first determine whether they have experienced prejudice and, if so, they cope with the psychological and emotional consequences of prejudiced treatment. Current theories of stigmatization best account for the experiences of people who face only one form of prejudice. In contrast, we consider how women of color, who possess multiple stigmatized identities, respond to the multiple forms of prejudice they face. First, we identify barriers to including women of color in stigma research. Second, we describe research examining how targets with one stigmatized identity detect, respond to and cope with prejudice. Third, we draw on related research on multiple identities in areas outside of the stigma literature (e.g., intergroup bias, cognition) to raise questions that are important to address in future stigma research. Our analysis is supported primarily by research conducted in the U. S. Addressing the research questions raised in this review will position the stigma literature to more readily capture the stigmatizing experiences of women of color.

STIGMA: Major, B., & Schmader, T. (2018). Stigma, social identity threat, and health. In B. Major, J. F. Dovidio, & B. G. Link (Eds.), Oxford library of psychology. The Oxford handbook of stigma, discrimination, and health (p. 85-103). Oxford University Press.

This chapter provides an overview of social identity threat theory and research and discusses its implications for health. The chapter defines social identity threat as the situationally triggered concern that one is at risk of being stigmatized and provides a conceptual model of its antecedents and consequences. Social identity threat stems from mere awareness of the cultural representations that associate a self-relevant social identity with undesirable characteristics, coupled with situational cues that bring these self-relevant cultural biases to mind, and personal characteristics that moderate one's susceptibility to such experiences. Social identity threat can lead to involuntary psychological and physiological processes that when experienced repeatedly can have detrimental consequences for health. This chapter describes strategies that people use to cope with social identity threat and discusses their implications for health, in addition to providing a description of psychological interventions that can attenuate the negative effects of social identity threat. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

STIGMA & AFRICAN AMERICAN WOMEN: Mohr, R. (2015). Diversity within Women of Color: Why Experiences Change Felt Stigma. Sex Roles., 73(9-10), 391-398.

This commentary offers additional considerations for better understanding and studying how women of color detect and respond to prejudice in the United States. Building on the thoughts raised by Remedios and Snyder (2015), we highlight the importance of considering the socio-cultural and historic factors that differentially impact how sub-groups of women of color are perceived. Rather than generalizing work on stigma and discrimination across the diverse group of women of color, we discuss the importance and benefits of examining subgroups individually. In this commentary therefore, we pose research questions about three additional bodies of literature that add to Remedios and Snyder's (2015) ideas regarding experiencing stigma. First, we examine how stereotypes of subgroups of women of color differ. Next, we introduce other work in the field of intersectionality, e.g. gendered race, to argue that differences in the ways women of color are perceived may affect how they experience identity centrality, discrimination, and other identity-related processes. Finally, we provide empirical evidence highlighting the concept of intersectional invisibility as an additional form of felt discrimination.

COUNSELOR EDUCATORS: Mandina-Morrill, D. (2019). Counselor educators' experiences with problems of professional competency: A generic qualitative study (Order No. 27545537). Available from Dissertations & Theses @ Capella University. (2317618069)

This generic qualitative research study examined the experiences of counselor educators and problems of professional competency (PPC). According to researchers, there is an absence in the professional literature on counselor educators and PPC. The dissertation study question asked how counselor educators describe their experiences with PPC. Generic qualitative research methodology was chosen for this research study because the research methodology examines the external experiences of research participants. The dissertation study examined the external experiences of counselor educators. The population used for the research study were 11 counselor educators who held a PhD, worked at a Council for Accreditation of Counseling and Related Educational Programs accredited counseling program, and taught a minimum of one master's or one doctoral counseling class. The counselor educators were recruited from the Council for Accreditation of Counseling and Related Educational Programs directory. An e-mail was sent to counselor educators inviting them to participate. Semi-structured interviews that used open-ended questions were conducted via Skype. Data analysis was completed using thematic analysis. NVivo software was used to analyze the dissertation data. Results suggested that PPC are an ongoing area of concern for all professional counselors as suggested by past scholarly research studies. The results indicated that PPC areas of concern for students were demonstrating professional dispositions and achieving and using professional counseling knowledge and skills. Results also suggest that when problems of professional competency are identified in students, universities have student support systems in place. University support systems included faculty members, referrals, and student development committees. Results suggest that PPC also are an ongoing area of concern for counselor educators. Results indicate that counselor educator concerns with PPC were professional dispositions and policies and procedures for gatekeeping and remediation. Results also suggest that when PPC were identified in counselor educators, universities and counselor educators have support systems in place. Counselor educator support systems results identified a professional work support system, a professional identity support system, and personal support systems.

IMPOSTER SYNDROME OR IP: McClain, S., Beasley, S. T., Jones, B., Awosogba, O., Jackson, S., & Cokley, K. (2016). An Examination of the Impact of Racial and Ethnic Identity, Impostor Feelings, and Minority Status Stress on the Mental Health of Black College Students. Journal of Multicultural Counseling & Development, 44(2), 101-117. https://doi.org/10.1002/jmcd.12040.

This study examined ethnic identity, racial centrality, minority status stress, and impostor feelings as predictors of mental health in a sample of 218 Black college students. Ethnic identity was found to be a significant positive predictor of mental health, whereas minority status stress and impostor feelings were significant negative predictors. Although ethnic identity was the strongest predictor of mental health, racial centrality represented a nonsignificant, negative predictor. Counseling implications for Black college students are discussed.

IMPOSTER SYNDROME OR IP: Harris, E. S. (2020). Feelings of inadequacy experienced by women nonprofit leaders during organizational transformation (Order No. 28262989). Available from Dissertations & Theses @ Capella University.

This study focuses on understanding how women leaders successfully fulfill missions, yet struggle with feelings of inadequacy or Imposter Syndrome. Maslow's hierarchy of needs, particularly the focus on the development of self-esteem, guided the research design. This was necessary because research is limited in providing accounts of these leadership experiences. The research question asked in this study was: what is the lived experience of feelings of inadequacy in women who lead nonprofits through organizational transformation to accomplish the mission? The study was conducted using interpretative phenomenological analysis (IPA). IPA is a method rooted in the understanding that people are sense-makers and reveals how people perceive and understand significant events in their lives. The population for this study was women nonprofit leaders across the United States age 21 and older. The sample of 10 women were either Generation X or Millennials. Their leadership roles ranged from manager, director, board member, and CEO, and they all had experience leading a nonprofit through organizational transformation. Data from the two semi-structured interviews and journal entries from each participant was transcribed and coded for emergent themes. The five themes were: being a key player in major decision making and organizational transformation, needing validation to achieve the need of esteem, feelings of inadequacy in abilities to complete their job duties, the onset of feelings of inadequacy during major events and transitions, and loneliness. These findings indicate that feelings of inadequacy stemmed from a lack of support and confidants; feeling ill-equipped to fulfill their duties; and the adverse effects these experiences had on them mentally, physically, and professionally. This study's findings add insight into the conversations about leadership development and support for women nonprofit leaders in public service.

STIGMA: Kalkbrenner, M. T., Neukrug, E. S., & Griffith, S. M. (2019). Appraising counselor attendance in counseling: The validation and application of the revised fit, stigma, and value scale. Journal of Mental Health Counseling, 41(1), 21-35.

This study investigated counselors' rates of attendance in counseling and used factor analysis to validate the revised Fit, Stigma, and Value Scale, a questionnaire designed to appraise barriers to seeking counseling with a large sample of practicing counselors. Results indicated that 90.3% of practicing counselors had been in counseling, with larger percentages of female than male counselors attending. Logistic regression analysis showed that the value subscale was a significant predictor of counselors' attendance in counseling. The importance of counselors' attendance in counseling for reducing problems of professional competence and the utility of the scale for enhancing the practice of clinical mental health counseling are discussed. Recommendations for future research are provided.

COUNSELOR EDUCATOR: Borders, L.D., Gonzalez, L.M., Umstead, L.K. and Wester, K.L. (2019). New counselor educators' scholarly productivity: Supportive and discouraging environments. Counselor Education and Supervision, 58(1), 293-308.

To what extent are counselor education programs providing research supports for their new faculty? Unfortunately, previous researchers (Briggs & Pehrsson, 2008; Okech, Astramovich, Johnson, Hoskins, & Rubel, 2006) found that a significant number of new counselor educators were not receiving the research mentoring they needed to be successful. Others found that this result was particularly true for women and persons of color. In a survey of 115 female faculty (tenured and untenured), N. R. Hill, Leinbaugh, Bradley, and Hazler (2005) found that only 45% reported mentoring programs were available to them, and 70% said that there were few or no research collaborations in their programs. Similarly, Bradley and Holcomb‐McCoy (2004) found that African American counselor educators (tenured and untenured) reported that lack of mentorship and collegial support was a major barrier to attaining promotion and tenure; they rated research and publishing as their highest source of stress. Thus, we sought more in‐depth perspectives specific to supports and barriers to assistant professors' research and scholarly productivity through consensual qualitative research (CQR; C. E. Hill, 2012). We were guided by one overarching research question: What aspects of their program's environment do new counselor educators identify as conditions that support or discourage their scholarly productivity?

INTERSECTIONALITY OR INTERSECTIONAL IDENTITY: Haskins, N. H., Ziomek, D. J., Sewell, C., Crumb, L., Appling, B., & Trepal, H. (2016). The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination. Counselor Education & Supervision, 55(1), 60-75.

Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work-life balance, support, internalized success, and mothering pedagogy. Women in academia report experiencing discrimination twice as often as do men (Hurtado, Alvarez, Guillermo‐Wann, Cuellar, & Arellano, [ 18] ), and women in general have more challenges in achieving promotion and tenure (Ortega‐Liston & Rodriguez Soto, [ 27] ; Woolley & Woolley, [ 43] ) and consistently average almost two times fewer publications compared with men. Furthermore, the current structure of academia seems to inhibit women's quest for both a successful career and a healthy family life, as evidenced by the finding that women on the tenure track are less likely to be a parent compared with men (Philipsen & Bostic, [ 29] ; Ward & Wolf‐Wendel, [ 39] ; Wolf‐Wendel & Ward, [ 42] ). Those women who become mothers do not progress into tenure‐track positions at the same rate as men or women without children (Morrison, Rudd, & Nerad, [ 25] ; Williams, [ 41] ), and tenure‐track women with young children do not earn tenure as often as their male counterparts (Mason & Goulden, [ 23] ). Scholarship specifically linked to counselor education has found that mothering has a role in workplace inequity and creates challenges related to work-life balance and time management (Hermann, Ziomek‐Daigle, & Dockery, [ 15] ; Stinchfield & Trepal, [ 37] ; Trepal & Stinchfield, [ 38] ). Because there are relatively few African American faculty members, those in academia often face several challenges within and outside the classroom (Holcomb‐McCoy & Addison‐Bradley, [ 3] ). They are often asked to serve on committees, advise African American student groups, and shoulder emotional responsibilities of African Americans in their department (Griffin, Bennett, & Harris, [ 12] ; Hirshfield & Joseph, [ 16] ). In addition, these faculty members may face the effects of intersectionality based on both sex and race biases; this can be exacerbated if these faculty members are called upon to represent both African Americans and women (Collins, [ 7] ; Evans & Cokley, [ 10] ). Additionally, Bryant et al. ([ 5] ) reported that African American women have contended with colonizing images and stereotypes in their work settings on a daily basis, such as the Mammy (i.e., the maternal figure who works tirelessly without personal professional growth aspirations), Sapphire (i.e., the angry Black woman who freely expresses frustrations but conforms to societal images to appear nonthreatening), and the Overachiever (i.e., the role model to younger generations who represents the voice of diversity and who reports that progress is constantly monitored). Persistent assumptions about African American women and their abilities can also cause challenges in the classroom and with promotion and tenure committees (e.g., unsuccessful tenure process, necessary use of the tenure appeal process; Bradley, [ 3] ). African American female faculty are also more likely to report higher perceived stress in the review and promotion process (Bradley & Holcomb���McCoy, [ 4] ). African American female faculty may face additional barriers in terms of their interests and the devaluing of multicultural scholarship in the field (Bryant et al., [ 5] ). In academia, African American women may have difficulty accessing others for collaboration who are interested in similar lines of inquiry, potentially resulting in more independent work and fewer publications (Evans & Cokley, [ 10] ). Furthermore, journals focused on publishing multicultural counseling scholarship have lower impact factors than other top‐tier journals (Evans & Cokley, [ 10] ). Despite all of these challenges facing African American women in academia, authors have noted their increased presence in leadership positions in the counseling profession (Behar‐Horenstein, West‐Olatunji, Moore, Hourchen, & Roberts, [ 1] ; Bryant et al., [ 5] ; Salazar, [ 31] ).

SUPPORTS AND BARRIERS: Borders, L.D., Wester, K.L. and Driscoll, K.H. (2020). Researcher development of doctoral students: Supports and barriers across time. Counselor Education and Supervision, 59(1), 297-315.

Variables tested by Lambie and Vaccaro (2011) and Kuo et al. (2017) can be found in a larger causal model of research productivity based in social cognitive career theory (SCCT; Lent et al., 1994). In brief, Kahn and Scott (1997; see also Kahn, 2001) proposed that scholarly productivity is predicted by factors in Gelso's (1993, 1997) research training environment (e.g., providing early, nonthreatening involvement in research; teaching varied research methodologies) on students' research self‐efficacy and research interest, which then contribute to successful involvement in research activities. Nevertheless, some relevant SCCT variables have not been explored in investigations of research self‐efficacy and productivity. In particular, environmental‐contextual influences such as supports and barriers have received almost no attention (Lent et al., 2000), yet "SCCT suggests that students' willingness to translate their interests into goals, and their goals into actions, depends partly on the supports or barriers they encounter in their environment" (Gelso & Lent, 2000, pp. 128-129). Thus, we sought to explore the relevance of contextual supports and barriers to doctoral students' longitudinal development as researchers through three research questions: · Research Question 1: What supports and barriers do doctoral students report, across their doctoral program, as influencing their development as researchers? · Research Question 2: Do the frequencies of supports and barriers differ by time point during the program? · Research Question 3: Do they differ by doctoral cohort?