Evaluating the Prevalence of Imposter Syndrome Among Community College General Biology Students

While imposter syndrome has been extensively studied in four-year institutions, research examining its impact on community college students remains notably limited, particularly in STEM fields. This study addresses this critical gap by investigating imposter syndrome prevalence among General Biology students (n = 50) at a northeastern U.S. community college, using Dr. Pauline Rose Clance's validated Clance Impostor Phenomenon Scale (CIPS). The research employed a mixed-methods approach, combining CIPS assessments with demographic analysis and evaluation of academic resource utilization patterns. Results revealed that 48% of students experienced frequent imposter feelings, with 22% reporting intense experiences - a concerning finding given the foundational nature of General Biology in STEM education. Notably, CIPS scores showed no significant variations across race/ethnicity, gender, or age demographics, suggesting widespread impact across diverse student populations. Analysis of help-seeking behaviors revealed an emerging trend: students with higher imposter syndrome scores showed lower engagement with academic support services, with 84% never attending office hours and 76% not utilizing tutoring services. These findings underscore the need for targeted academic and psychological interventions in community college settings, particularly given these institutions' crucial role in providing accessible STEM education pathways.