The Expert Myth: Impostor Phenomenon and Research Identity in Counselor Education

Authors

• Kristi B. Cannon, University of Western StatesFollow
• Kelly Coker, Palo Alto UniversityFollow
• Trent Hepting, University of the CumberlandsFollow
• Lidian Ramirez-Fiol, Palo Alto UniversityFollow
• Robyn T. Simmons, University of the CumberlandsFollow

Author ORCID Identifier

https://orcid.org/0009-0005-5377-4944

Author Biography

Dr. Kristi B. Cannon is an Associate Professor in the Clinical Mental Health Counseling program at the University of Western States. She holds a Ph.D. in Counselor Education and Supervision from St. Mary’s University and has been a counselor educator since 2007.

Dr. Cannon is a Licensed Professional Counselor and has served in diverse academic and leadership roles, including Director of Counseling Programs, Assessment and Evaluation at Southern New Hampshire University, and Director of Assessment and Accreditation at Walden University. Her areas of teaching and research interest include counseling theories, lifespan development, ethics, and the integration of technology in counselor education. She is a co-author of Lifespan Development: Contextual and Cultural Dimensions and has contributed to numerous peer-reviewed journal articles, book chapters, and national conference presentations.

In addition to her academic work, Dr. Cannon serves as a CACREP consultant and is an active member of several professional organizations, including ACA, ACES, and AARC. She also has clinical experience in private practice and community mental health settings, specializing in neurofeedback and trauma-informed care.

Document Type

Article

Keywords

expert myth, impostor phenomenon, counselor educator, researcher identity, mentorship

Subject Area

Counselor Education, Higher Education Counseling

Abstract

Imposter Phenomenon (IP) affects counselor educators across career stages, yet it is often conceptualized as an individual deficiency rather than a systemically reinforced experience. This article frames IP in counselor education through the lens of the Expert Myth—a systemic pattern within academic culture that reinforces the expectation that faculty must consistently present as fully knowledgeable, productive, and self-assured to be regarded as credible. We examine how institutional cultures, publish-or-perish pressures, and inadequate mentorship structures create and reinforce imposter feelings, particularly among marginalized faculty and those navigating researcher identity development. Drawing on existing literature, we propose that meaningful intervention requires systemic change at multiple levels of academic environments. Implications include creating sustainable mentorship models, normalizing vulnerability in scholarship, and cultivating research communities that affirm diverse expressions of scholarly identity.

Public Significance Statement

Impostor Phenomenon is often treated as a personal issue, but this article highlights how academic systems and cultural expectations within counselor education can create and reinforce imposter feelings, especially among early-career and marginalized faculty. By challenging the unrealistic “Expert Myth” and advocating for more inclusive mentorship and research cultures, this work encourages systemic changes that support the well-being and professional identity of counselor educators.

Recommended Citation

Cannon, K. B., Coker, K., Hepting, T., Ramirez-Fiol, L., & Simmons, R. T. (2026). The Expert Myth: Impostor Phenomenon and Research Identity in Counselor Education. Journal of Counselor Preparation and Supervision, 20(3). Retrieved from https://research.library.kutztown.edu/jcps/vol20/iss3/4