Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Kocaeli Üniversitesi, İşletme Fakültesi, İşletme Bölümü, Türkiye
Tezin Onay Tarihi: 2025
Tezin Dili: Türkçe
Öğrenci: Buket Sena Kuşaksız
Danışman: Mine Halis
Özet:
Gender is a fundamental concept that determines individuals' social roles. These roles, shaped by norms of femininity and masculinity, play an important role in individuals' psychological development and identity perceptions, placing certain expectations on them. These social roles can also reinforce the inequalities women face in academia. While shaping women's presence in academia, gender roles can also be one of the main causes of psychological barriers such as imposter syndrome.
Imposter syndrome is a psychological phenomenon defined by individuals attributing their success to external factors such as luck or timing rather than their own abilities, and having difficulty internalizing this success. People experiencing this syndrome often harbor a deep belief in their inadequacy and live with the fear that their “true identity” will one day be exposed. This syndrome, which is particularly common among high-achieving individuals, is more prevalent among women due to gender- based expectations and pressures. This research aims to examine the effect of gender roles on impostor syndrome and to explore its implications for female academics.
The study was conducted with the participation of 220 female academics working in Turkey. Data were collected using the Gender Roles Attitude Scale and the Clance Imposter Phenomenon Scale. In analyses conducted using two separate models, participants' attitudes toward social gender roles were evaluated according to the traditional gender role and egalitarian/modern gender role subdimensions. The results indicated that gender roles affect imposter syndrome. Academics with traditional gender role attitudes were found to have higher levels of imposter syndrome. Furthermore, demographic and work-related veriables were found to cause differences in imposter syndrome levels. These findings reveal that gender roles are an important factor in determining the level of imposter syndrome experienced by female academics. These findings demonstrate that gender-based norms have a powerful effect on psychological experiences in academia and emphasize the necessity of supportive institutional policies to promote gender equality in women’s academic careers.