Department of Athletic Training, University of Lynchburg, VA.
Physical Therapy & Athletic Training Department, Idaho State University, Pocatello.
J Athl Train. 2024 May 1;59(5):536-545. doi: 10.4085/1062-6050-0376.23.
Early professional (EP) athletic trainers (ATs) may encounter adjustments and develop individual identities to master a new role, which can be difficult while transitioning from student to autonomous professional. Previous literature lacks content about the transition to practice of credentialed ATs who identify as Black, Indigenous, or people of color (BIPOC).
To identify challenges during the professional education and transition to practice of EP ATs identifying as BIPOC.
Qualitative study.
Virtual interviews.
Fifteen recently credentialed ATs (13 women, 2 men; age = 26.73 ± 1.41 years, experience = 13.80 ± 4.03 months) who self-identified as BIPOC.
We used an interview guide, validated by peer (n = 1) and expert (n = 3) review, to structure the data collection sessions. Data saturation guided recruitment, and we achieved theoretical redundancy after the final interview. We analyzed the data with a phenomenological approach and used multianalyst triangulation (n = 2) and peer review (n = 2) as credibility strategies.
All participants mentioned being victims of microaggressions because of their race during either their professional preparation, work environment, or both. Those who chose to report the incidents felt a lack of support from work supervisors, faculty, peers, and preceptors. Participants noted a preference for racially concordant mentoring to facilitate talking to a person who could better understand BIPOC EPs' experiences. Respondents also relied on outside support from friends and family as coping mechanisms. Finally, participants experienced perceived incompetency from supervisors due to their limited work experience as EPs and felt their professional preparation was stunted by the COVID-19 pandemic.
Participants perceived that their transition to practice was stressful due to the microaggressions encountered, a lack of support, and a lack of racially concordant mentoring. Diversity, equity, and inclusion training should be incorporated into athletic training education and workspaces to assist in providing more welcoming environments for BIPOC EP ATs and students.
早期职业（EP）运动训练师（AT）在从学生过渡到自主专业人员时，可能会遇到调整并形成个人身份以掌握新角色，这可能很困难。之前的文献缺乏关于具有认证资格且自认为是黑人、原住民或有色人种（BIPOC）的 AT 过渡到实践的内容。
确定自认为是 BIPOC 的 EP AT 在专业教育和过渡到实践中所面临的挑战。
定性研究。
虚拟访谈。
15 名最近获得认证的 AT（13 名女性，2 名男性；年龄=26.73±1.41 岁，经验=13.80±4.03 个月），自认为是 BIPOC。
我们使用了一份经过同行（n=1）和专家（n=3）审查验证的访谈指南，来构建数据收集环节。招聘工作以数据饱和为指导，在最后一次访谈后达到了理论上的冗余。我们采用现象学方法分析数据，并使用多分析师三角测量（n=2）和同行审查（n=2）作为可信度策略。
所有参与者都提到，由于他们的种族，他们在专业准备、工作环境或两者中都曾成为微侵犯的受害者。那些选择报告事件的人感到工作主管、教师、同事和导师缺乏支持。参与者注意到更喜欢与种族一致的指导，以促进与更能理解 BIPOC EP 经历的人交谈。受访者还依靠朋友和家人的外部支持作为应对机制。最后，由于作为 EP 的工作经验有限，主管认为他们的专业准备不足，参与者还感受到了来自主管的能力不足。
参与者认为，由于遇到的微侵犯、缺乏支持以及缺乏种族一致的指导，他们的过渡到实践阶段压力很大。多样性、公平性和包容性培训应纳入运动训练教育和工作场所，以帮助为 BIPOC EP AT 和学生提供更受欢迎的环境。
