Department of Physical Therapy, The University of Texas Southwestern Medical Center, 6011 Harry Hines Blvd, Dallas, TX, 75390-8876, USA.
Adv Health Sci Educ Theory Pract. 2021 Mar;26(1):215-235. doi: 10.1007/s10459-020-09980-z. Epub 2020 Jun 24.
The physical therapy profession in the United States suffers from a shortage of providers of color. This is unlikely to change with newly graduating students, as 2.6% of 2017 graduates were African American and 5.7% were Hispanic or Latino. Faculty mentorship has a more profound influence on the retention of underrepresented minority students as compared with students from privileged backgrounds, according to undergraduate literature. The influences of faculty characteristics on physical therapy graduates of color are unknown. The purpose of this study was to determine faculty and programmatic characteristics that could influence the percentage of physical therapy graduates of color. This study implemented the theory of academic capitalism to inform the results of a retrospective panel analysis, which used accreditation data from 2008 to 2017. Data from 231 programs was used to create fixed effects and random effects models to estimate the effects that faculty and program characteristics had on the percentage of graduates of color that a program produced. There was a statistically significant positive relationship between faculty of color and graduates of color (p < 0.001), but faculty must be sufficiently diverse before a program can expect a meaningful change in their percentage of graduates of color. Academic capitalist principles suggest that competition between programs for resources could negatively influence the proportion of graduates of color. Cause and effect associations between variables cannot be established. The authors concluded that professional physical therapy programs appeared to have increases in the percentages of graduates of color when they had more core faculty members of color.
美国的物理治疗行业存在着专业人员种族构成单一的问题。这种情况不太可能随着新毕业的学生而改变，因为 2017 年有 2.6%的毕业生是非洲裔美国人，5.7%是西班牙裔或拉丁裔。本科文献表明，与来自特权背景的学生相比，教师指导对代表性不足的少数族裔学生的保留率有更深远的影响。教师特征对有色人种物理治疗专业毕业生的影响尚不清楚。本研究旨在确定可能影响有色人种物理治疗专业毕业生比例的教师和课程特征。本研究实施了学术资本主义理论，以告知 2008 年至 2017 年回顾性小组分析结果。该研究使用了来自 231 个项目的数据，创建了固定效应和随机效应模型，以估计教师和课程特征对项目产生的有色人种毕业生比例的影响。有色人种教师与有色人种毕业生之间存在统计学上显著的正相关关系（p<0.001），但在一个项目可以期望其有色人种毕业生的比例有显著变化之前，教师必须具有足够的多样性。学术资本主义原则表明，项目之间为资源而竞争可能会对有色人种毕业生的比例产生负面影响。变量之间不能建立因果关系。作者得出结论，当专业物理治疗项目有更多的核心有色人种教师时，该项目有色人种毕业生的比例似乎有所增加。
