Mentoring matters: Mentoring students through impostor syndrome

Graduate education can be an exhilarating journey — but for many students, it also brings moments of self-doubt and uncertainty. In our recent Mentoring Matters panel, “Mentoring Students Through Impostor Syndrome,” Graduate College Senior Associate Dean Dr. Lisa Anderson sat down with Dr. Rebecca Wachs, Associate Professor in the School of Biological and Health Systems Engineering, and Dr. Joshua Daymude, Assistant Professor in the School of Computing and Augmented Intelligence and recipient of the 2025 Outstanding Faculty Mentor Award for Master’s Students, to discuss strategies for helping students navigate impostor feelings in graduate school.

Understanding Impostor Syndrome in Graduate Students

Impostor syndrome, first identified in the 1970s, was described as “an internal experience of intellectual phoniness”—a belief that one’s accomplishments are undeserved and that success is a result of luck or deception.

Dr. Daymude noted that this feeling is “impervious to achievement,” meaning that even milestones such as publishing papers or winning awards often fail to erase self-doubt.

Dr. Wachs added that impostor feelings often stem from more than just academic comparison. “For some students, it’s intellectual. For others, it’s cultural or situational—starting in a new field, coming from a different country, or adjusting to unfamiliar systems,” she explained. Without intentional support, these feelings can lead to procrastination, isolation, anxiety, or burnout.

Recognizing the Signs

The panelists emphasized that impostor syndrome manifests differently for every student.
Some may overwork to prove themselves, while others withdraw or avoid challenges altogether. “You’ll see fear avoidance,” said Dr. Daymude. “Students may avoid showing up, not because they don’t care, but because not being seen feels safer than being ‘found out.’”

Dr. Wachs noted that creating structure and transparency—like clearly communicating expectations or normalizing mistakes—can help students manage these anxieties. “Grad school doesn’t always have clear right answers,” she said. “Helping students understand that uncertainty is part of the process can make a huge difference.”

Mentoring Through Vulnerability and Connection

Both panelists emphasized the importance of relationship-building.
“I share my own failures,” said Dr. Wachs. “Being open about my mistakes helps students see that it’s okay to struggle.” In her lab, she cultivates belonging through team-building retreats and creative initiatives like ‘achievement badges’—small, tangible recognitions for milestones like mastering a lab technique or publishing a first paper. These serve as visible reminders of progress in a long, sometimes ambiguous journey.

Dr. Daymude echoed the value of normalizing failure: “We celebrate failure as part of growth. Trying something new and failing is worth applause—it’s how we learn.”

Building Confidence and Delivering Constructive Feedback

When it comes to feedback, both panelists advised focusing on growth, not perfection.
“Confidence isn’t feeling great all the time—it’s being at home with yourself in a wide range of emotions,” said Dr. Daymude. “Feedback should build resilience, not just reassure.”
Dr. Wachs added that tailoring feedback to each student’s background, stressors, and goals is essential. “Every student needs something different. Getting to know them is the foundation of effective mentorship.”

Culturally Aware and Identity-Affirming Mentorship

The discussion also addressed the importance of cultural responsiveness in mentoring.
Dr. Wachs encouraged mentors to be curious rather than prescriptive: “You don’t have to have all the answers. Ask your students how you can support them—what makes them feel included or excluded.”

Dr. Daymude added that mentors should build their own diverse networks. “Have people you can learn from. We can’t mentor every student’s lived experience, but we can connect them to those who can.”

Encouraging Peer and Network Mentoring

Dr. Anderson highlighted the power of peer mentorship. “Students can provide invaluable support to one another—especially when they’re at different stages in their programs. Creating those connections expands the mentoring ecosystem.”

Dr. Daymude agreed: “Facilitate community spaces where you’re not the center. When students build authentic connections, they start supporting each other in ways that don’t require your direct involvement.”

Final Thoughts: Rethinking Success

Both panelists closed with advice for mentors:
“Remember that not every student’s success looks the same,” said Dr. Wachs. “Helping students reflect and find their own paths—even when that path leads outside academia—is a mentoring success story.”
Dr. Daymude added, “Our goal isn’t to produce clones of ourselves. It’s to help students discover who they are and what fulfillment looks like for them.”

 

Key Takeaways for Mentors:

• Normalize impostor feelings and discuss them openly.
• Create structured opportunities for students to reflect, connect, and celebrate progress.
• Practice radical acceptance of failure as part of growth.
• Provide feedback that builds resilience and self-awareness.
• Approach mentoring with cultural humility—ask, listen, and learn.
• Encourage peer mentorship and community building.
• Recognize that success takes many forms.
   

Resources:

• The Science of Failing Well 
• Patch Nation-Etsy Badges 
• NCFDD Mentor Map
• Individual Development Plan | Graduate College