Career Intentions of Female Athletic Training Students

Abstract

ttrition has long been an issue for the athletic training profession. Factors such as long work hours, insufficient pay, work-life balance issues, and autonomy can influence an athletic trainer’s decision to leave the profession. 1 For the female athletic trainer, the fulfillment of worklife balance has been instrumental in retention. In two separate studies, researchers found that limited time for parenting and personal obligations was a major factor in a student leaving the profession of athletic training prior to entering professional practice. 2-3 During clinical education experiences, many of these students gained an understanding of the time commitment and the demands that would be placed upon them, which persuaded them to select an alternate career path. Previous research examining career intentions has involved professionals who are already in clinical practice, or those who are about to begin working in a professional role. Little is known about the career intentions of athletic training students prior to engagement in the process of professional socialization. Professional socialization is the process whereby an individual learns about roles, responsibilities, values, and attitudes that characterize the profession he or she intends to study. 4 The process of socialization can profoundly affect one’s professional development and understanding. 4 At the core of the experience is mentoring, which is often provided by a clinical instructor. Through this relationship, the student learns the values, attitudes, and expectations of the athletic trainer in the work setting. This relationship has been found to influence the student’s perceptions of the profession, both negatively and positively. 5 Recent research suggests