ABSTRACT
This chapter is grounded in the author’s lived experience as she navigates feelings of failure and insecurity throughout her science, technology, engineering, and math (STEM) career. Imposter syndrome is a psychological experience where people doubt their skills and feel like a fraud in their discipline, even if they are successful. The chapter begins with a chronological exploration of Shay’s STEM experiences, including barriers she faced as a first-generation female in the sciences. Shay explains how she overcame her imposter syndrome by tapping into the awe of the natural world and finding what Mihaly Csikszentmihalyi calls a “flow state” in her research. As she uncovers how these forms of joy are antidotes to fear, the chapter takes a turn, diving into the evidence and impact of curiosity, awe, and flow state on self-efficacy and authentic scientific inquiry. Shay highlights how courses that center on explorative research and scientific discovery facilitate flow state and disrupt the negative effects of imposter syndrome. The chapter details several equitable, evidence-based pedagogical strategies that create space for joy to flourish through inquiry-based learning that connects core concepts to awe and culturally relevant conversations and prioritizes self-awareness through metacognitive practice and mindfulness.
