Negative emotions, social isolation, and impostor syndrome in the pursuit of professional mastery in research universities

Abstract

This investigation explores how the academic development influence the emotions and psychological states of university professors, particularly during two ceremonies of passage (graduate school and the tenure process). Thirty-two narrative interviews were conducted with tenure-track and tenured faculty members from the Social Sciences, Humanities, and Science, Technology, Engineering, and Math (STEM) fields. The research site was a research university in the western United States. Findings suggest symbolic aspects internalized during graduate school enhanced the normalization of social isolation, impostor syndrome, and negative emotions as common characteristics of the academic profession across disciplines. Recommendations for academic developers are addressed.