Imposter Syndrome: What Early-Career Pharmacy Faculty Need to Thrive
You’ve made it through the interview, signed the offer, and stepped into your new faculty role. The title is official. The office is yours. But beneath the surface, a voice whispers: Do I really belong here?
Imposter syndrome—or what Dr. Valerie Young calls the Impostor Phenomenon—is the internal experience of believing you’re not as competent as others perceive you to be. It’s common among first-year faculty, especially those entering new academic environments or navigating a steep learning curve. But make no mistake: these feelings don’t always fade with experience. Even seasoned faculty, department chairs, and deans can quietly carry self-doubt.
The key isn’t to eliminate imposter thoughts—but to learn how to recognize, reframe, and rise above them. It’s time to remove the mask and let people see the authentic self.
Here’s how academic leaders and peers can help colleagues embrace their authenticity and thrive with confidence.
1. Acknowledge That Imposter Syndrome Is Normal—But Not a Reflection of Reality
Key Idea: Self-doubt isn’t a flaw. It’s a signal of growth.
According to Dr. Young, high-achieving professionals often internalize success as luck, timing, or external perception—rather than ability. This disconnect can create a gap between how others see us and how we see ourselves.
Try This:
Normalize conversations about imposter syndrome during faculty orientation or mentorship meetings.
Share personal experiences from senior faculty to show that doubt doesn’t disqualify success.
Example:
A department chair opens a faculty development session by sharing a moment of early-career uncertainty. It sets the tone for honest dialogue and reminds new faculty that they’re not alone.
2. Reframe the Narrative Around Competence
Key Idea: Confidence grows from progress, not perfection.
Many new faculty feel pressure to prove themselves immediately—delivering polished lectures, publishing quickly, leading initiatives. But mastery takes time. Dr. Young encourages reframing self-talk from “I have to be perfect” to “I am learning and growing.”
Try This:
Encourage colleagues to track progress and small wins, not just major milestones.
Offer positive, specific feedback that reinforces effort and growth, not just outcomes.
Example:
Instead of saying “Great job on that lecture,” try: “I noticed how you adjusted based on student questions. That kind of responsiveness is a strength that takes time to develop—and you’re doing it well.”
3. Help Faculty Connect Strengths to Their Own Leadership Style
Key Idea: Authenticity is more powerful than imitation.
New faculty may feel pressure to emulate more senior colleagues—adopting their tone, pace, or priorities. But real confidence comes from aligning one’s role with one’s values and strengths.
Try This:
Use coaching tools like the StrengthsFinder or reflective journaling to help faculty identify their unique style.
Encourage first-year faculty to define their “why” and let it shape their teaching, scholarship, and service.
Example:
A new assistant professor builds a teaching approach rooted in storytelling—something they excel at—instead of trying to mimic a mentor’s Socratic style. As a result, their confidence and student engagement both increase.
4. Create Safe Mentorship Spaces to Reflect and Reset
Key Idea: Imposter thoughts lose power when they’re spoken out loud.
Regular check-ins with trusted mentors or coaches allow early-career faculty to process challenges, ask questions, and receive affirmation. These conversations aren’t just about problem-solving—they’re about being seen.
Try This:
Pair new faculty with mentors who are not in a supervisory role, to allow for honest conversation.
Encourage peer groups or reflective communities of practice.
Example:
A college forms “First Year Faculty Circles” that meet monthly to discuss common experiences—from grading overwhelm to self-doubt. These groups foster belonging and normalize growth-oriented vulnerability.
Final Thoughts:
Imposter syndrome may whisper doubts—but it can’t define your story. For early-career faculty, the transition from uncertainty to confidence doesn’t require becoming someone new. It requires believing that who they already are is enough—and then some.
As leaders, let’s cultivate academic cultures where authenticity is valued as highly as achievement. Because confidence isn’t about having all the answers—it’s about believing you’re worthy of asking the questions in the first place.
Next Steps to Moving Beyond the Imposter Syndrome:
Supporting faculty begins with seeing their strengths—sometimes before they see it in themselves. Professional coaching is an underutilized tool.
👉 Explore coaching and faculty development programs designed to
help academic pharmacy professionals lead with confidence.
Subscriptions for department-wide coaching are available.
Let’s Talk and Ignite your Next-Level Results.
Join @AACP for dynamic conversations pertaining to academic pharmacy.
#AcademicPharmacy, #PharmacyLeadership, #FacultyDevelopment, #EduLead, and #PharmacyEducation #ExecutiveCoaching