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TNT History Book, 2024
No full textThis scrapbook covers the history of TNT social club from 1933-2024
Class of 2024
Get PDFGraduates:Geoffrey Leeson Mitchell, DMin John Michael Reside, DMin Gerald Taylor Sr., DMin -- Benediction Eric Taylor Brandell, MA William Dalton Brannen, MA Kenneth Samuel Klein Sam , MA Dennis L. Matlock, MA Jeremy Mark O\u27Clair, MA Phillip Regan Bates, MACM Keith Beneby, MACM Teresa Castleman, MACM Ryan Helton, MACM Arlene Elizabeth Liz Perez, MACM Nancy Wu Won, MACM Sammie Gene Young Jr., MACM Adrian Justin Ayers, MDiv Matthew David Dunbar, MDiv Richard Wayne Gould Jr., MDiv Matthew Mitchell, MDiv Casey Edward Phillips, MDiv David Leslie Stevens, MDiv Evgeny Tikhomirov, MDiv
Administrators & Faculty:Dr. Steve McLeodDr. Richard OsterDr. Evertt W. HuffardDr. Allen BlackDr. Mark PowellDr. Jean-Noel ThompsonDr. Jim MartinDr. Lance HawleyDr. Steve CloerDr. Leon SandersonJessica HollandSheila OwenDr. Dave BlandDr. Ed GrayDr. John ResideDr. Gerald Taylorhttps://scholarworks.harding.edu/hst-graduates/1065/thumbnail.jp
Gender, Graduate School Stage, and the Impostor Phenomenon
Get PDFThe impostor phenomenon (IP) includes five central factors: (a) a sense of fraudulence or phoniness; (b) a fear of failure and discovery; (c) compensatory perfectionism (i.e., procrastination and/or over-preparation); (d) interpersonal anxiety; and (e) externalized success and/or discounted positive feedback. After the final stage, the process starts over with reinforced vigor, creating a self-reinforcing cycle in which success is associated with psychological suffering. IP was initially used to describe the reports of high-achieving women, but recent studies have shown that IP is experienced across genders. Additionally, while graduate school is an achievement-oriented environment with many characteristics that could promote IP, it has never been studied within graduate students specifically. The current investigation assessed graduate student endorsements of IP across genders (i.e., female and male) and graduate school stages (i.e., incoming and established students). Though the hypotheses were not supported, the results led to multiple areas of future study that could help explain the unexpected findings and promote graduate student well-being and success
