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Perceived Microaggressions Among Student Physical Therapists During Their Doctor of Physical Therapy Education: A
Andrea Lopes Sauers1,2,3,4,5, Rita Ator1,2,3,4,5, Patrice Ayala1,2,3,4,5
1Andrea Lopes Sauers is an assistant professor, Physical Therapy Program, College of Health Sciences at the Midwestern University, Glendale, 19555 N 59th Avenue, Glendale, AZ 85308 ( alopes@midwestern.edu ). Please address all correspondence to Andrea Lopes Sauers.
Introduction:
Microaggressions, although often subtle and unintentional, have a significant impact. These actions emerge from stereotypes and can affect the recipient's sense of belonging. This study aimed to report the prevalence of perceived microaggressions among student physical therapists and to explore these experiences during their academic journey.
Review Of Literature:
Microaggressions can disrupt the learning environment, hinder students' academic and professional development, and contribute to a culture perpetuating inequality and exclusion. To date, no studies have explored the impact of microaggressions on student physical therapists.
Subjects:
Second- and third-year student physical therapists (n = 101) were invited to participate.
Methods:
This explanatory sequential mixed-methods study consisted of a quantitative survey and a qualitative approach using semistructured focus group interviews. Demographics and frequency of microaggressions were collected, and data from the interviews were audio recorded, transcribed, and analyzed to interpret and summarize students' perceptions and experiences with microaggressions during their Doctor of Physical Therapy (DPT) education.
Results:
Forty-eight of 101 students completed the survey. More than half (52.1%) of the students reported at least 1 microaggression experience in the past month, mostly perpetrated by a classmate (55.6%). Twenty-three students participated in the focus group interviews. Five themes emerged from the qualitative analysis: 1) Microaggressions can exist in a DPT program; 2) hesitancy to call out microaggressions; 3) microaggressions negatively affect the student experience; 4) students often do not understand what microaggressions are nor do they recognize when they are offenders; 5) early education and awareness may help mitigate microaggressions and create a culture of inclusivity, belonging, and professionalism.
Discussion And Conclusion:
This study described the prevalence of perceived microaggressions among student physical therapists and explored their experiences during their DPT education. Additional research on integrating microaggressions and implicit bias training into curricula to reduce the prevalence of perceived microaggressions would provide valuable information.
Insights
More than half of student physical therapists experienced microaggressions, often from classmates, impacting their sense of belonging. Early education on microaggressions and implicit bias is recommended to foster inclusivity in Doctor of Physical Therapy programs.
Area of Science:
- Physical Therapy Education
- Social Sciences in Health
- Professional Development
Background:
- Microaggressions, subtle actions stemming from stereotypes, significantly impact recipients' sense of belonging.
- These experiences can disrupt learning environments and hinder academic and professional growth.
- No prior studies have specifically investigated microaggressions within physical therapy student populations.
Purpose of the Study:
- To determine the prevalence of perceived microaggressions among student physical therapists.
- To explore student physical therapists' experiences with microaggressions during their academic training.
Main Methods:
- An explanatory sequential mixed-methods design was employed.
- Quantitative data collected via surveys from 101 second- and third-year student physical therapists (48 completed).
- Qualitative data gathered through semistructured focus group interviews with 23 students, audio-recorded and transcribed.
Main Results:
- Over half (52.1%) of surveyed students reported experiencing at least one microaggression in the past month, frequently from peers (55.6%).
- Qualitative analysis revealed five key themes: prevalence in Doctor of Physical Therapy (DPT) programs, reluctance to address microaggressions, negative impacts on student experience, lack of awareness among students (as perpetrators and recipients), and the potential of early education for mitigation.
- Emerging themes highlight the need for increased awareness and proactive educational strategies.
Conclusions:
- This study quantifies the prevalence and explores the nature of microaggressions experienced by student physical therapists.
- Findings suggest a need for enhanced educational strategies within DPT programs to address microaggressions and implicit bias.
- Further research into curriculum integration for bias training is recommended to promote inclusivity and professionalism.
