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5 Tips for Math Teachers Helping Students Overcome the Imposter Syndrome through Grit!
India White • September 21, 2023
5 Tips for Math Teachers Helping Students Overcome Imposter Syndrome
5 Tips for Math Teachers Helping Students Overcome the Imposter Syndrome through Grit!
Have you ever asked a student a challenging question, and after they answer it correctly, they say, “Oh how did I answer that right? I’ve totally second guessed myself in this class!” Students will continue to voice that they don’t have what it takes to be a highly performing student in your class because they are struggling with the imposter syndrome. Imposter syndrome, a psychological phenomenon characterized by persistent self-doubt and fear of being exposed as a fraud, can significantly hinder students' academic and personal growth. As educators, it is crucial to equip all students
with the tools to overcome imposter syndrome and foster resilience in your math classroom. I will now provide five evidence-based tips for math teachers to help students develop grit as they aim to combat the imposter syndrome in the classroom.
1. Cultivate a Growth Mindset:
Encouraging a growth mindset is essential in combating imposter syndrome. Teachers should strive to teach students that intelligence and abilities can be developed through effort and perseverance. According to Dweck (2006), individuals who embrace a growth mindset believe that their abilities can be improved, leading to increased motivation and resilience.
Hence, by emphasizing the power of effort and embracing challenges, teachers can help students develop a more positive self-perception and overcome imposter syndrome.
2. Set Realistic Expectations: Educators aiming to help students overcome the imposter syndrome can set realistic expectations for all students in efforts to help them avoid feeling overwhelmed and inadequate. Researchers Credé and Phillips (2011) suggest that high expectations can lead to increased stress and self-doubt.
As a result, this can cause a lack of motivation and for students to not contribute in fears of being humiliated once they share out their opinions during mathematical discourse. To support students during moments of vulnerability as they aim to meet the expectations established, teachers should provide clear guidelines for students and communicate their belief in students' abilities while ensuring that expectations are attainable. By setting realistic goals, students can experience a sense of accomplishment, boosting their confidence and reducing imposter syndrome. This will also help the teacher-student relationship, and allow students to feel like they can trust taking risks during instruction.
3. Foster a Supportive Classroom Environment:
Creating a supportive classroom environment is vital for students to overcome imposter syndrome. According to a study by Cokley et al. (2015), social support significantly reduces imposter feelings. Teachers will help students strengthen their student voices and math identities as they encourage collaboration, peer feedback, and open discussions. This will foster a sense of belonging and support among all students. By promoting a safe and inclusive space, teachers can help students realize that they are not alone in their struggles, and that they are truly cared for by their teachers, which will reduce the impact of imposter syndrome and strengthen their grit and growth mindset.
4. Provide Constructive Feedback:
Offering constructive feedback for students is essential for developing resilience and combating imposter syndrome in the math classroom. Research by Dr. John Hattie and Dr. Helen Timperley (2007) highlights the importance of timely and specific feedback in enhancing student learning.
When teachers choose to provide feedback that focuses on effort, improvement, and specific areas for growth rather than solely on grades or performance it helps build student confidence and allows students to eliminate self-doubt. Further, students will see their mistakes as opportunities for growth and not failure. This can help students embrace a growth mindset when they face various challenges in the math classroom.
5. Teach Grit and Resilience:
Grit, defined as perseverance and passion for long-term goals, plays a crucial role in overcoming imposter syndrome. According to Duckworth et al. (2007), grit is a significant predictor of success and well-being. Incorporate lessons and activities that promote grit, such as goal setting, problem-solving, and reflection. Encourage students to embrace challenges, view failures as learning opportunities, and persist in the face of setbacks. By teaching grit, teachers can empower students to overcome imposter syndrome and thrive academically and personally.
Conclusion
Imposter syndrome can significantly impact students' self-esteem, motivation, and overall well-being. By implementing these five evidence-based tips, teachers can help students develop grit, resilience, and a positive self-perception. Cultivating a growth mindset, setting realistic expectations, fostering a supportive classroom environment, providing constructive feedback, and teaching grit are essential strategies to empower students in overcoming imposter syndrome. By equipping students with these tools, educators can create a nurturing environment that promotes academic success and personal growth. Let's aim to change the mindset and ignite the passion of all students battling the imposter syndrome through grit!
References:
Cokley, K., McClain, S., Enciso, A., & Martinez, M. (2015). 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, 43(2), 82-95.
Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21(4), 337-346.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
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Check out my Feb. 2025 Newsletter!
Thankful for Partnership and Recognition: A Shoutout to Dr. Matthew Joseph and X-Factor EDU Network I am incredibly thankful to partner with Dr. Matthew Joseph and the amazing leadership of the X-Factor EDU Network! It is truly an honor to collaborate with such a visionary leader who is dedicated to amplifying voices in education and creating spaces for impactful conversations. This month, I was deeply grateful to be mentioned in Dr. Joseph’s newsletter during Black History Month. His recognition means so much, not just for me, but for the work we are all doing to inspire and empower educators and students alike. You can check out the newsletter here: https://www.linkedin.com/posts/drmxj_stongertogether-activity-7291502796753809408-0zX3?utm_source=share&utm_medium=member_desktop&rcm=ACoAAAmqD2wBkz8Qc7EA0bvwxWyMJH2HykCUA-Y But beyond the shoutout, I’m even more excited about the opportunities ahead—including the chance to have a podcast on Dr. Joseph’s platform! Partnering with X-Factor EDU Network opens doors to share insights, engage in meaningful discussions, and continue championing grit, resilience, and equity in education. Thank you, Dr. Matthew Joseph, for your support, encouragement, and belief in this mission. Looking forward to what’s to come! 🚀 #StrongerTogether #GRIT #XFactorEDU #BlackHistoryMonth #EducationalLeadership #Thankful
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🎊Super excited about this opportunity! Looking forward to connecting with these amazing leaders! 🥰🥳🎉 Please register below and let’s connect so we can bridge the achievement gap together! hashtag#drindiawhite hashtag#ncsm hashtag#grit hashtag#math hashtag#teachers