Differences between African-American and Caucasian Students on Enrollment Influences and Barriers in Kinesiology-Based Allied Health Education Programs
Advances in Physiology Education
Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units. Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the workforce. To improve workforce diversity, kinesiology departments must understand how enrollment influences and barriers differ by race among prospective students. Therefore, the purpose of this study was to identify differences in allied health education enrollment influences and enrollment barriers between minority and Caucasian students. Participants (n = 601) consisted of students enrolled in kinesiology-based allied health education programs. Multivariate ANOVA was used to compare group differences in enrollment decision making. “Personal influence,” “career opportunity,” and “physical self-efficacy” were all significantly stronger enrollment influences among African-American students than among Caucasian students, and “social influence,” “experiential opportunity,” “academic preparation,” and “physical self-efficacy” were all perceived as significantly greater barriers compared with Caucasian students. Findings support the need to recruit African-American students through sport and physical education settings and to market program-based experiential opportunities.
Barfield, J. P., Cobler, D. C., Lam, E. T. C., Zhang, J., & Chitiyo, G. (2012). Differences between African-American and Caucasian students on enrollment influences and barriers in kinesiology-based allied health education programs. Advances in Physiology Education, 36(2), 164-169. doi:10.1152/advan.00129.2011
Copyright © 2012 the American Physiological Society.