Navigating the Impostor Phenomenon in Computer Science Education: Insights from Two Major Southeastern Institutions in the United States

This research paper explores the prevalence of the Impostor Phenomenon (IP) among undergraduate college students in computer science (CS) courses, addressing its variations concerning different student demographics such as gender, ethnicity, and institutional background. We surveyed 502 students from two Southeastern U.S. institutions-one in Georgia and one in Florida-using the Clance Impostor Phenomenon Scale (CIPS). We found that 63% of our participants reported experiencing IP, with higher rates among female students (68%) compared to males (62 %) and those of other gender identities (46 %). Our findings also suggest that IP experiences are significantly influenced by the interplay of students' gender and their institutional context. At the first institution (Georgia Institute of Technology), IP was found in 58% of female students and 65% of male students, compared to 29% among students with other gender identities. At the second institution (University of Florida), these figures were 80% for females, 57% for males, and 67% for students with other gender identities. Our study underscores the importance of developing targeted support strategies within the CS education community to address the high prevalence of IP, particularly considering its varying impact across different demographics and institutional contexts.