Risky Students: Models of Inclusion and Exclusion for Disabled and Racial/Ethnic Minority Applicants in Physical...

Area of Science:

• Health Professions Education
• Physical Therapy Admissions
• Diversity and Inclusion

Background:

• Physical therapy has long aimed to increase racial/ethnic minority representation.
• Recruitment and accommodation of individuals with disabilities in physical therapy are gaining attention.
• Despite efforts, demographic diversity in physical therapy remains underwhelming, with persistent barriers for minoritized groups.

Purpose of the Study:

• To analyze historical approaches to diversity in physical therapy.
• To highlight the common focus on "risk" in addressing race/ethnicity and disability separately.
• To argue against labeling minoritized student populations as "risky" due to potential harm.

Main Methods:

• Historical analysis of inclusion and exclusion in health professions education.
• Examination of scholarly work on risk perception subjectivity.
• Position paper arguing for reflexive interrogation of risk assumptions by educators and employers.

Main Results:

• Labeling minoritized students as "risky" can lead to bias and avoidance behaviors.
• Risk characterizations may negatively influence the evaluation of qualified candidates from minoritized backgrounds.
• Historical examples illustrate the exclusion of minoritized populations in health professions education.

Conclusions:

• Educators' risk labels for minoritized students can foster bias and negatively impact admissions.
• There is a need for ongoing reflection and discussion on pedagogical values within admissions processes.
• Holistic review and faculty discussions are potential avenues for addressing these challenges.