When imposter syndrome is discussed, it is often treated as a broad, generalized concept. We want to focus specifically on the racial dimensions of imposter syndrome and explore ways to represent ourselves as individuals rather than as members of a group. 

This week, we will begin by introducing ourselves and reflecting on the instinctive assumptions others may make about us, as well as how those assumptions can contribute to the preconceived notions we hold about ourselves.

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Mon- We start this 6 week program by getting a better understanding of the root that has contributed to ones feelings of not being a "fit" in places we believe we should be. First getting a notebook and sitting with yourself so one can get into an introspective state.  Once that is set we wil write down the standards that we feel that are supposed to be met in our communities. Students will take these standards and reflect on which parts feel like they have to resenate with vs what they actually connect to.

Tues- Today we will be writing about 2-3 moments we have felt imposter syndrome and through that we will continue to write the feelings and expectation they had set for themselves in those moments. Once we have that written we will dig into the why of what made these standards set in those situations.  

Wed- We will be taking those self reflections and using them while learning about systemic oppression and a lack of representation and how that can trigger self-doubt in young black men and woman

Thurs-  Once students have a better understanding of these concepts we will move on bringing in some affirmation Ex: "this aspect dosnt define my blackness nor me as a person". Which will continue to create a loving and neutral perspective on what students believe should be changed about them!

Fri- Today will be a day of reflection, comparing the beliefs and perceptions held at the beginning of the week to those at the end. Participants will revisit the affirmations they created and share a personal win that contributed to their sense of peace, confidence, and self-understanding.

Racial identity is not necessarily something we choose. From our names to our ethnicity, many aspects of our identity are assigned to us before we have the opportunity to define ourselves. This can sometimes make it challenging to develop a sense of self that feels fully authentic and uniquely our own.

When we think about a social media profile, there are many different elements that come together to create a complete picture of who we are. This week, we will explore those different pieces of our identities not to create a more complete profile, but to help us feel more complete as individuals. 

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Mon-  Today we will go over the first impressions other have made or have identified you with. Once students have done that we will get a little more specific in accordance to ethnicity, culture, and color. This will help student have a written record of all the things that have contributed to there self image. 

Tues-  We will continue with that concept of self reflection but instead of how others define us we will start making a profile with how we view ourselves (Using the same outlines as a social media account such as : name, bio, job, ect.). While making it we will think about the aspects that are 100 percent accurate to only how we view ourselves. 

Wed-  Today we will learn about how ones perception of things gets shifted in everyday life and how other can impact said perception. Once we have gone over that concept we will move towards figuring out which parts might feel forced vs natural. 

Thurs- Today will focus on identifying why certain aspects of our profile hold such significance in shaping who we are. Participants will reflect on whether these values and expectations are ones they genuinely believe in or standards that have been imposed by society. 

Fri-  We will compare the profiles we created for ourselves with the identities and assumptions that others associate with us. Participants will write an individual reflection examining how much these external interpretations influence the image they have created of themselves and the way they navigate their daily lives. 

Effectively challenging it requires reframing these feelings as systemic barriers and actively building community resilience through empowerment,rather than trying to fix the individual.

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Mon- The first day we can start off by realizing the feelings they are not fitting in or not being "enough." often come from bigger systemic pressure or environments , not from their own personal failings, it can help the student of not feeling alone that it is a shared experience.

Tues- The student can share what they learned with a friend or someone close to them ,they can also actively look for ways to be more inclusive in their daily interactions , 

Weds- The student cant take some time to reflect on their own unique strengths and the value they bring their friendships , groups , or even just their own personal projects. It's about consciously acknowledging what makes them "them" and how those qualities contribute , even when imposter syndrome tries to make them doubt it.

Thurs- The next day they can take those strengths they reflected on yesterday and actively seek out a group, club or activity where they can put their unique talents to use. It's about finding a place where they feel they can genuinely contribute and belong , reinforcing their value and pushing back against those feelings of not fitting in 

Fri- Reflect on the week's activities and discussions, think about one specific systemic barrier they've identified and how they can contribute to challenging it in the long term, maybe by starting a small initiative or even just consistently applying inclusive practices in all their interactions.

Now we are on at finding strong communities and building bridges involves actively seeking out diverse perspective, understanding different ways of life , and intentionally creating spaces for genuine connection and mutual respect.

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Mon - The student can start off exploring a cultural group or community  different from their own , whether it's another vibrant part of the black diaspora or completely distinct culture, engaging from individual group.

Tues -  Today is about active listening, they could try attending a campus club meeting or a local event , observing different customs , trying to get out of their comfort zone and acknowledge the unique experiences.

Weds-  The student could dedicate some time  on what they learned about different customs or perspective,and even try to identify any ground or shared values they noticed  between that group and their own experiences.This will help them understand finding connections.

Thurs - With something they have learned now they can try it on their own to explore what they can do to create more appreciation based on their new insights. 

Fri - This is a day for both connection and reflection .The student could try to initiate a friendly ,informal conversation with someone they encountered or observed during this week, maybe a simple ' hello'. The goal is to think about how to integrate these perspective into their new daily habits moving forward.

Students with weaker racial identity profiles are more vulnerable to impostor feelings. Future resilience work ensures students leave with tools that strengthen racial identity, affirm their worth, and help them navigate environments where discrimination may still occur. We need to keep looking up!

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Mon- We start the final week by mapping out the strengths, cultural roots, and support systems that help us stay grounded long‑term. Students reflect on how their racial identity and community shape their resilience. We talk about what has carried them this far and what they want to lean on moving forward. It sets the tone for thinking ahead instead of just reacting to stress. 

Tues- Students write a letter to their future selves for the moments when impostor feelings hit again. The letter includes encouragement, reminders of their worth, and affirmations that feel personal and real. It’s meant to be something they can come back to when things get heavy. This activity helps them practice self‑compassion in a way that sticks. 

Wed- We look ahead and name the situations that might trigger impostor thoughts, such as internships, leadership roles, grad school, new environments. Students build a plan for how they want to respond, using the grounding skills, affirmations, and support networks they’ve developed. The focus is on being prepared, not perfect. It’s about knowing what to do when those moments show up. 

Thurs- Students create a simple weekly ritual that helps them stay rooted. Regimens like journaling, prayer, meditation, music, connecting with a mentor, whatever feels authentic. They reflect on why this ritual matters and how it supports their identity. The idea is to build something sustainable that keeps them grounded beyond the program. It becomes a personal resilience practice they can carry forward. 

Fri- We close out the program by putting together an affirmation portfolio that includes reflections, identity statements, and the tools they’ve built over the six weeks. Then we hold a closing circle where everyone shares what they’ve learned and how they’ve grown. It’s a moment to celebrate identity, community, and resilience. The week ends with a sense of closure and pride in how far they’ve come.