Imposter Syndrome Legal Writing Faculty Sara L Ochs

Imposter Syndrome & Legal Writing Faculty Sara L. Ochs Elon University School of Law sochs@elon. edu

Imposter Syndrome “[T]he deep and sometimes paralyzing belief that we have been given something we didn’t earn and don’t deserve and that at some point we’ll be exposed. ” - Amy Cuddy

Reasons for Imposter Syndrome • High performing profession • New role; taking on new/additional responsibilities • Characteristics that set you apart from others in your field

IS in Legal Writing Faculty Feel Exposed for Knowing Less [CATEGORY Than Expected NAME], Admit to Suffering from IS [CATEGORY NAME] [PERCENTAG E] E] No 24% Yes No [CATEGORY NAME], [PERCENTAG E] About Half of the Time Unsure Yes 65% [CATEGORY NAME], Always [PERCENTAG E] Most of the Time Sometimes [CATEGORY NAME], [PERCENTAG E] Never

Manifestations of IS Behavior 1. Overwork/Overcompensation • Stress, anxiety, lack of sleep, depression, etc. 2. Avoidance • Procrastination, self-sabotaging behaviors, quitting, etc.

Relationships with Colleagues: Overcompensation “The feeling of inadequacy paralyzes me so that I retreat into my office and try not to engage with other faculty members. For fifteen years, I have struggled to be considered equal to my peers in the podium classes, and have served on committees, going above and beyond what is required of me. I have given up and am still teaching only because of my students. ”

Relationships with Colleagues: Avoidance “It’s pervasive enough that I doubt whether I should express my doubt. . . I never ask for advice from long-tenured colleagues for fear of exposing my own ignorance. I think I’m missing some valuable insights that way. ”

Relationships with Students: Overcompensation • Tendency to take on a maternal/nurturing role • “I can feel resentful that they take up so much of my time because they’re afraid to bother their ‘podium course’ professors. ” • “[T]oo permissive with student ‘excuses’ for poor performance and unprofessional behavior. ”

Relationships with Students: Avoidance • “When I am out of my depth, I am less likely to open up to students. ” • “Sometimes I [feel] like I withhold good advice because I don’t have the credentials or experience to back it up. ”

Teaching • Emphasizes “stay in your lane mentality”: “I have not advocated forcefully for myself to teach classes I should be qualified to teach, and instead have ended up sometimes teaching classes, I enjoy less. ” • Presenting in an inauthentic manner

Scholarship • “My self-doubt makes me believe that I don’t have anything worthwhile to add to the scholarship in my field … [so] why bother to write. ” • Avoid sharing ideas or drafts with colleagues and experts in the field Significant Flaws in Scholarship 11% Yes No • Failure to “shop” or promote pieces 89%

Personal Impact • “[A]n inordinate amount of time preparing for class. . . [led to] added stress and anxiety [that] severely affected my quality of life. ” • “[T]he insecurities on a daily basis have infiltrated the rest of my life and the very essence of my being. I used to be self -confident and had a successful career as a prosecutor before teaching. Now, the constant bombardment of unequal treatment has sunk in, and I question my abilities constantly. ”

How do we fix this? • Doing exactly this – creating a discussion & sharing experiences • Mentorship • Work towards legal writing equality

Sara L. Ochs Elon University School of Law sochs@elon. edu