The Professional Socialization of Collegiate Female Athletic Trainers: Navigating Experiences of Gender Bias

Abstract

Context Female athletic trainers (ATs) experience gender discrimination in the workplace due to stereotypical gender roles, but limited information is available regarding the topic. Objective To understand the challenges and obstacles faced by young female ATs working in National Collegiate Athletic Association Division I athletics. Design Exploratory study using semistructured interviews. Setting Division I clinical setting. Patients or Other Participants A total of 14 female ATs were included in the study, using both criterion and snowball- sampling techniques. Their mean age was 27 ± 2 years, with 5 ± 2 years of overall clinical experience. Criteria included employment at the Division I clinical setting, being a full-time assistant AT, and at least 3 years of working experience but no more than 9 years to avoid role continuance. Data Collection and Analysis Analysis of the interview data followed inductive procedures as outlined by a grounded theory approach. Credibility was established by member checks, multiple-analyst triangulation, and peer review. Results Clear communication with both coaches and players about expectations and philosophies regarding medical care, a supportive head AT in terms of clinical competence, and having and serving as a role model were cited as critical tools to alleviate gender bias in the workplace. Conclusions The female ATs in this study stressed the importance of being assertive with coaches early in the season with regard to the AT's role on the team. They reasoned that these actions brought forth a greater perception of congruity between their roles as ATs and their gender and age. We suggest that female athletic training students seek mentors in their field while they complete their coursework and practicums. The ATs in the current study indicated that a mentor, regardless of sex, helped them feel empowered to navigate the male-centric terrain of athletic departments by encouraging them to be assertive and not second-guess their decisions.