Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

First Advisor

Linnea Mavrides, Psy.D.

Second Advisor

Lauren Lipner, Ph.D.

Third Advisor

Kayla Sanchez, Psy.D.

Abstract

The self-efficacy of ethnic and racial minority student therapists is significantly influenced by the complex interplay of the impostor phenomenon (IP) and internalized racism, which are often compounded by broader societal and systemic factors. IP, which is common among minority individuals (Bravata et al., 2020), has been shown to be shaped by racialized experiences that impact perceptions of competence and belonging (Cokely et al., 2017). It is important to understand how these factors may affect minority student therapists, particularly as the number of psychology doctorate recipients from underrepresented minority groups continues to rise (American Psychological Association, 2019). The present qualitative study explored the subjective experience of minority-identifying student therapists, focusing on how they navigate impostor feelings and racial challenges, and the impact of these experiences on self-efficacy. Thirteen minority student therapists participated in focus group interviews and were asked to reflect on their experiences throughout their psychology doctoral program, their experiences of impostor feelings, and their perspectives on how race has shaped their development. Interviews were analyzed using Auerbach and Silverstein’s grounded theory methodology (2003) and coded for relevant text, repeated ideas, themes, and theoretical constructs. Five theoretical constructs were identified: 1) Minority Student Therapists Experience Marginalization and Exclusion in Graduate Training; 2) Impostor Phenomenon is Shaped by Racialized Dynamics in Training Environments; 3) Cultural, Familial, and Emotional Factors Shape the Training Experience; 4) Institutions Fail Minority Student Therapists and Leave Gaps in their Training; 5) Mentorship, Community, and Identity Serve as Sources of Support and Confidence. Findings highlight that impostor experiences among minority trainees are not only internal, but are shaped by broader training environments and systemic dynamics. These results underscore the importance of addressing the intersection of these factors, as inadequate institutional support may negatively impact trainees’ self-efficacy, clinical development, and, ultimately, client outcomes.

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