A Collaborative Autoethnographic Approach to Understanding the Experiences of Racially and Ethnically Minoritized Female Faculty Teaching in Doctor of Physical Therapy Programs
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Summary
This summary is machine-generated.Female faculty from racial and ethnically minoritized groups in Doctor of Physical Therapy programs face unique challenges. They experience exclusion, pressure to advance diversity initiatives, and navigate institutional barriers, impacting their academic careers.
Area Of Science
- Health Professions Education
- Physical Therapy
- Diversity, Equity, and Inclusion (DEI) in Academia
Background
- In 2024, only 19% of core female faculty in US Doctor of Physical Therapy (DPT) programs were from racial and ethnically minoritized (REM) groups.
- Little is known about the experiences of female REM faculty with multiple marginalized identities in DPT programs.
- REM faculty face unique barriers, including discrimination and cultural taxation, while female faculty encounter additional service demands.
Purpose Of The Study
- To explore the lived experiences of female racial and ethnically minoritized faculty within US Doctor of Physical Therapy programs.
- To understand the challenges and systemic issues faced by these faculty members, particularly in the context of recent societal events.
Main Methods
- A qualitative, collaborative autoethnographic approach was employed.
- Three female REM faculty members shared personal narratives about their experiences as educators in DPT programs.
- Thematic analysis was used to interpret the pooled autoethnographic data.
Main Results
- Three emergent themes: 'Outsiders Within' (lack of full membership and privilege), 'In the Hot Seat' (pressure to advance DEI amid resistance), and 'Changing the Rules of the Game' (navigating ambiguous academic structures).
- These themes highlight the complex challenges of belonging, institutional expectations, and systemic barriers.
- Experiences were particularly salient during the COVID-19 pandemic and periods of national unrest.
Conclusions
- Female REM DPT faculty face significant systemic challenges and discrimination.
- Institutions must implement strategies to better support these faculty members.
- Recognizing and supporting female REM DPT faculty is crucial, as they serve as vital role models for students.
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