The relationships between discrimination and academic help-seeking: the indirect effects of the impostor phenomenon among undergraduates students

• Published in: Current psychology (New Brunswick, N.J.) N.J.), 2024-11, Vol.43 (41), p.32245-32257
• Main Authors: Osborn, Preston R., Lopez, Rachel, Stone-Sabali, Steven
• Format: Article
• Language: English
• Subjects: Behavioral Science and Psychology; College students; Help seeking behavior; Psychology; Social Sciences
• ISSN: 1046-1310; 1936-4733
• DOI: 10.1007/s12144-024-06767-y

Academic help-seeking behaviors, such as asking peers or instructors to clarify academic topics, are important behaviors contributing to the academic success of college students. However, environmental factors such as experiences of discrimination (e.g., exclusion, being subjected to negative stereotypes) and individual psychological factors, such as the impostor phenomenon or feelings of intellectual incompetence, may dissuade students from seeking academic help. The current study utilized social cognitive theory as a guide to investigate the relationship between perceived discrimination and academic help-seeking attitudes, as well as the indirect role of the impostor phenomenon. Survey responses from 460 racially diverse undergraduates were analyzed using confirmatory factor analyses and structural equation modeling. Results indicated that perceptions of discrimination directly and indirectly – via the impostor phenomenon – influenced academic help-seeking. Specifically, greater experiences of discrimination contributed to higher levels of the impostor phenomenon, which predicted more positive attitudes toward academic help-seeking. These findings demonstrate the influence of discrimination on academic help-seeking among a diverse sample of learners. Particularly, increased academic help-seeking may serve as a compensatory reaction to experiencing discrimination in an educational context. Implications for how institutions can better promote more equitable learning environments and theory-based interpretations of findings are discussed.