Yeung Melissa, McCuen Emelia
Melissa Yeung is the Director of Student Support and Belonging, School of Physical Therapy, Bowling Green State University, 104 Health and Human Services, Bowling Green, OH 43403 (
Emelia McCuen is the Assistant Clinical Professor, School of Physical and Occupational Therapy, Bowling Green State University.
J Phys Ther Educ. 2025 Apr 11. doi: 10.1097/JTE.0000000000000405.
The increase in the diversity of students in physical therapist education programs (PTEPs) necessitates an examination of the education experiences of racially minoritized physical therapist students. The purpose of this paper is to describe the education experiences of racially minoritized physical therapist (PT) students.
Existing literature suggests that racism and racial microaggression are part of the racially minoritized student experience, therefore, making the racially minoritized student experience unique. In addition, more recent studies suggest that racially minoritized PT students experience higher rates of faculty and peer mistreatment based on racial identity. Existing studies also reflect how racially minoritized PT students possess a desire to be change agents within their profession.
A total of 41 participants were recruited from PTEPs through social media sites and national student organizations for Black, Asian, and Latinx students enrolled in PTEPs. Nineteen of those participants met the study's participation requirements.
Three interviews were conducted for each participant. Their responses were combined with a demographic survey received prior to the first interview. Interviews were then transcribed and coded with deductive and inductive processes.
The findings of this study are summarized into the following themes: cultural awareness and representation, racism and racial microaggression, relationships with faculty, and career goals and motivations. These themes describe how race and ethnicity influence the physical therapist student experience as they interact with peers and faculty.
This study provides an understanding of how race and ethnicity can influence racially minoritized student PT experiences. Findings also recognize that interactions and relationships with faculty are important to PT students. The study also supports ongoing efforts to improve the demographic profile of faculty within physical therapist education in ethnic diversity and racial identity.
物理治疗师教育项目（PTEPs）中学生多样性的增加使得有必要审视种族少数群体物理治疗专业学生的教育经历。本文旨在描述种族少数群体物理治疗（PT）专业学生的教育经历。
现有文献表明，种族主义和种族微侵犯是种族少数群体学生经历的一部分，因此，使种族少数群体学生的经历具有独特性。此外，最近的研究表明，基于种族身份，种族少数群体的PT专业学生遭受教师和同伴不当对待的比例更高。现有研究还反映了种族少数群体的PT专业学生如何渴望在其职业中成为变革推动者。
通过社交媒体网站和全国性学生组织，从物理治疗师教育项目中招募了41名参与者，这些组织面向就读于物理治疗师教育项目的黑人、亚洲人和拉丁裔学生。其中19名参与者符合研究的参与要求。
对每位参与者进行了三次访谈。他们的回答与第一次访谈前收到的人口统计学调查问卷相结合。然后对访谈进行转录，并采用演绎和归纳过程进行编码。
本研究的结果总结为以下主题：文化意识与代表性、种族主义和种族微侵犯、与教师的关系以及职业目标与动机。这些主题描述了种族和族裔如何在与同伴和教师互动时影响物理治疗专业学生的经历。
本研究有助于理解种族和族裔如何影响种族少数群体学生的物理治疗经历。研究结果还认识到与教师的互动和关系对物理治疗专业学生很重要。该研究还支持为改善物理治疗师教育中教师在种族多样性和种族身份方面的人口统计学概况而持续做出的努力。
