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Utilizing Narrative Pedagogy to Disrupt Impostorism: Strategies for Community College Faculty to Support Students of Color

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This article offers anecdotal support for the adoption of a narrative pedagogical approach to disrupt the impostor phenomenon for students of color in community colleges. The review of literature considers previous research on the impostor phenomenon (also referred to in the literature as the impostor syndrome or impostorism) with a special focus on how impostorism negatively impacts students of color. A discussion of the significance of utilizing narrative and enacting a narrative pedagogy is also presented. Narrative, it is argued, is a key pedagogical strategy for faculty in diverse classrooms to offer opportunities for students of color to integrate themselves into their learning environment without having to sacrifice their identities, connections to culture, or community. The authors suggest that stories illuminate a part of students' existence that often remains unexamined using more traditional pedagogies. Specific recommendations for community college faculty to apply narrative assignments in the classroom are presented in the last section of the article. Given its ubiquitousness, the authors conclude by arguing that the impostor phenomenon should be considered as a paradigm for teaching students of color in community colleges.
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Document Type: Research Article

Publication date: November 1, 2018

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  • Since 1993, the Journal of Applied Research in the Community College (JARCC) has served the institutional research and planning professionals in community colleges. JARCC is a semi-annual peer-reviewed journal that features articles relating to the integration of research and theory to practice in community colleges. The journal provides an intellectual space to communicate innovative practices in applied research that supports educational and administrative decision-making at the institutional, state, and national levels. JARCC is published by the San Diego State University's EdD program in Community College Leadership and Community College Leadership Alumni Chapter
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