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The Effects of Athletic Training Edu...

Pawley, Cliff.

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The Effects of Athletic Training Education Program Directors' Cultural Competence On Program Diversity Index.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Athletic Training Education Program Directors' Cultural Competence On Program Diversity Index./
Author:	Pawley, Cliff.
Description:	215 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3586932
ISBN:	9781303850523

The Effects of Athletic Training Education Program Directors' Cultural Competence On Program Diversity Index.
Pawley, Cliff.

The Effects of Athletic Training Education Program Directors' Cultural Competence On Program Diversity Index. - 215 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Union University, 2014.

This item must not be sold to any third party vendors.

There has been little research conducted on the cultural competence of certified athletic trainers. Additionally, little or no research could be found that was directed toward the assessment of the cultural competence of higher education faculty members, specifically, program directors of athletic training education and their influence over the racial/ethnic, gender, or cultural diversity of their respective programs. Therefore, the purpose of this study was to examine the differences in cultural competence of the 360 program directors of athletic training education and compare their values to the overall NATA membership. Further, this study sought to identify the effects of the relationship of program director cultural competence on their program enrollments as calculated by the Equitability Diversity Index Scale and the influence that each has on academic success on the Board of Certification examination for certified athletic trainers. The study also sought to identify the relationship between the diversity initiatives colleges and universities use and the general homogeneity or heterogeneity of the program enrollment as well as the influence on geographical region (NATA district). The findings of the study indicated that there is no significant difference in the cultural competence values of the participants. Furthermore, the cultural competence of the program directors that participated in the study did not have a significant relationship with the diversity index of program enrollments, the first-time passing rate on the Board of Certification exam, or the number of diversity initiatives used by their academic institutions. There was, however, a significant difference in program enrollment diversity index when compared to NATA district and in the calculated diversity index of the workplace surroundings. Thus, it was concluded that program directors and college administrators should seek to increase program diversity based on the values of social learning and communal responsibility. Efforts should be put forth to educate the current cohort of athletic training students on the importance of culturally competent behavior in working with diverse populations. Training efforts should be exercised to increase cultural awareness of faculty and staff. However, justifying the use of diversity initiatives for the purpose of increasing the structural enrollment diversity to stimulate academic achievement is unfounded. Implications of these findings as they pertain to this sample and recommendations for further research are discussed.

ISBN: 9781303850523Subjects--Topical Terms:

529436
Educational leadership.

The Effects of Athletic Training Education Program Directors' Cultural Competence On Program Diversity Index.
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520 $a There has been little research conducted on the cultural competence of certified athletic trainers. Additionally, little or no research could be found that was directed toward the assessment of the cultural competence of higher education faculty members, specifically, program directors of athletic training education and their influence over the racial/ethnic, gender, or cultural diversity of their respective programs. Therefore, the purpose of this study was to examine the differences in cultural competence of the 360 program directors of athletic training education and compare their values to the overall NATA membership. Further, this study sought to identify the effects of the relationship of program director cultural competence on their program enrollments as calculated by the Equitability Diversity Index Scale and the influence that each has on academic success on the Board of Certification examination for certified athletic trainers. The study also sought to identify the relationship between the diversity initiatives colleges and universities use and the general homogeneity or heterogeneity of the program enrollment as well as the influence on geographical region (NATA district). The findings of the study indicated that there is no significant difference in the cultural competence values of the participants. Furthermore, the cultural competence of the program directors that participated in the study did not have a significant relationship with the diversity index of program enrollments, the first-time passing rate on the Board of Certification exam, or the number of diversity initiatives used by their academic institutions. There was, however, a significant difference in program enrollment diversity index when compared to NATA district and in the calculated diversity index of the workplace surroundings. Thus, it was concluded that program directors and college administrators should seek to increase program diversity based on the values of social learning and communal responsibility. Efforts should be put forth to educate the current cohort of athletic training students on the importance of culturally competent behavior in working with diverse populations. Training efforts should be exercised to increase cultural awareness of faculty and staff. However, justifying the use of diversity initiatives for the purpose of increasing the structural enrollment diversity to stimulate academic achievement is unfounded. Implications of these findings as they pertain to this sample and recommendations for further research are discussed.
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