The physical therapy profession in the United States suffers from a shortage of providers of color. This is unlikely to change with newly graduating students, as 2.6% of 2017 graduates were African American and 5.7% were Hispanic or Latino. Faculty mentorship has a more profound influence on the retention of underrepresented minority students as compared with students from privileged backgrounds, according to undergraduate literature. The influences of faculty characteristics on physical therapy graduates of color are unknown. The purpose of this study was to determine faculty and programmatic characteristics that could influence the percentage of physical therapy graduates of color. This study implemented the theory of academic capitalism to inform the results of a retrospective panel analysis, which used accreditation data from 2008 to 2017. Data from 231 programs was used to create fixed effects and random effects models to estimate the effects that faculty and program characteristics had on the percentage of graduates of color that a program produced. There was a statistically significant positive relationship between faculty of color and graduates of color (p < 0.001), but faculty must be sufficiently diverse before a program can expect a meaningful change in their percentage of graduates of color. Academic capitalist principles suggest that competition between programs for resources could negatively influence the proportion of graduates of color. Cause and effect associations between variables cannot be established. The authors concluded that professional physical therapy programs appeared to have increases in the percentages of graduates of color when they had more core faculty members of color.

中文翻译：

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教师和项目对美国专业物理治疗项目的有色人种毕业生百分比的影响

美国的物理治疗行业缺乏色彩提供者。对于刚毕业的学生来说，这种情况不太可能改变，因为 2017 年的毕业生中有 2.6% 是非裔美国人，5.7% 是西班牙裔或拉丁裔。根据本科文献，与来自特权背景的学生相比，教师指导对留住少数族裔学生的影响更为深远。教师特征对有色人种物理治疗毕业生的影响尚不清楚。本研究的目的是确定可能影响有色人种物理治疗毕业生百分比的教师和课程特征。本研究运用学术资本主义理论为回顾性面板分析的结果提供信息，该分析使用了 2008 年至 2017 年的认证数据。来自 231 个项目的数据被用于创建固定效应和随机效应模型，以估计教师和项目特征对项目产生的有色人种毕业生百分比的影响。有色人种学院和有色人种毕业生之间存在统计学上显着的正相关关系 (p < 0.001)，但教师必须足够多样化，才能使计划中的有色人种毕业生百分比发生有意义的变化。学术资本主义原则表明，项目之间的资源竞争可能会对有色人种毕业生的比例产生负面影响。无法建立变量之间的因果关系。