When I first arrived in the U.S. as an immigrant from Vietnam, I barely spoke English. So I got to work and found myself sitting in a general chemistry class at the local community college, trying to learn English while studying a subject I was already familiar with. I failed the first chemistry exam. Failing or withdrawing was not an option because I couldn’t afford to retake the class. So I went to my professor, Dr. Courtney Dodd, and in broken English, I told her something like this: I am an immigrant, fresh off the boat. This is my first time taking a class in the US. I just don’t understand enough English to do well on the test. What steps should I take to do better in your exams? She chuckled and said, “This is my first semester teaching chemistry, too—I used to work in industry!” She did go on to say that if I knew how to do all the practice problems at the end of each chapter, I would do just fine on her exams. I completed all the odd-numbered problems at the end of each chapter because the answers to these problems are also provided at the end of the book, allowing me to check my progress. It worked like magic! I scored between 97% and 100% on the rest of her exams in the General Chemistry I course. Nine years later, I earned a Ph.D. in chemistry. 

That moment stuck with me, a reminder that we are all lifelong learners on this journey called life. Failure isn’t the end; it’s merely a stepping stone toward success. Each failure can bring us self-doubt and imposter syndrome feelings, but it also brings valuable lessons, teaching us resilience and determination. What we often need in those moments is a person who provides a straight answer with practical strategies.  

Why Imposter Syndrome Hits Harder for Some 

Imposter syndrome isn’t just a buzzword—it’s a real, persistent feeling of self-doubt, especially among high-achieving individuals. Initially defined in 1978 by Clance and Imes, it described the experience of professional White women who felt like intellectual frauds despite their accomplishments. But here’s the thing: that original study didn’t account for race, ethnicity, language, or other marginalized identities. 

As a woman of color, a first-generation college graduate, and a non-native English speaker, I’ve felt imposter syndrome in ways that go beyond academic pressure. I’ve been treated as less capable because of my accent, my skin tone, or simply because I didn’t fit the mold of who “belongs” in higher education over twenty years ago. And I know I’m not alone. 

At NIU, over half of our incoming first-year students are first-generation college students. Many of them carry multiple marginalized identities—race, gender, sexuality, disability, immigration status—and these intersections shape how they experience college. When students don’t see themselves reflected in the classroom, when they face microaggressions or stereotypes, they might question whether they belong in higher education.  

So, how can faculty members support these students in overcoming imposter syndrome and developing into the resilient learners they are meant to be? 

Reframing Mistakes as Feedback, Not Failures 

One of the most powerful shifts we can make in our classrooms is to reframe mistakes as opportunities for growth. I tell my students all the time: “It’s okay to make mistakes. That’s how we learn.” 

I give unlimited attempts on homework. Why? Because learning is iterative. Students need space to try, fail, reflect, and try again. That’s how I learned chemistry—by doing every odd-numbered problem in the textbook at the library, day after day. Ode, a classmate, asked me how I studied to do so well on the exam. I shared my strategy and invited him to join me. Ode improved a letter grade on his next exam and became my first friend.

Helping Students Fail Productively 

In research, failures are often tolerated because they can lead to discoveries. There is no good reason why we can’t use a similar approach when it comes to teaching. We can help students make small mistakes early—through drafts, revisions, and retakes—so they don’t make big mistakes later. We can also utilize checklists and feedback loops to identify and address smaller errors, transforming them into learning opportunities that lead to successful academic outcomes.  

But we must also avoid a culture of zero tolerance for mistakes. When students fear failure, they hide it. And when errors are hidden, no one learns from them. 

Turning Imposter Feelings into Action 

Imposter syndrome doesn’t have to be a roadblock. It can be a motivator. I’ve learned to dress up my self-doubt and turn it into a self-coach. I use it to push myself, reflect, grow, and teach effectively with compassion. 

Here’s how we can help students do the same: 

• Recognize that self-doubt is common. 
• Set realistic goals and help students set their own. 
• Encourage support systems—friends, mentors, counselors. 
• Celebrate accomplishments, big and small. 
• Model self-compassion and challenge negative thoughts. 
• Advocate for yourself and others. 

Final Thoughts 

Imposter syndrome is something many people face, but it doesn’t have to dictate our lives. With the right approach, we can help students shift their perspective, viewing mistakes as valuable lessons rather than roadblocks. By fostering a learning environment that celebrates risk-taking, we can encourage them to see failures as a natural part of their growth. Open conversations about both challenges and wins are essential. When faculty share their own stories of mistakes turned into lessons, it inspires students to build the resilience they need. Together, we can create classrooms where every student feels seen, supported, and empowered to be successful.