Faculty Roles in Professional Socialization

Abstract

The purpose of this pilot project was to gain insight into the faculty perspectives on professional socialization in physical therapy. We explored the socialization of physical therapist students through the use of focus groups with faculty members and program directors. The study was bounded by, or limited within, the socializing experiences in the academic and the clinical settings in graduate education programs. Data collection occurred over a period of several weeks at conference settings. Faculty members described both implicit and explicit value transmission and believed they were actively engaged in the socializing process. The faculty roles in socializing students were similar to those described in other professions. They were responsible for establishing limits and transmitting the culture and values of the profession. Students were encouraged to remain humanistic, develop collaborative work habits, and respect individuality. Student efforts to attain autonomy were reinforced by the faculty efforts to implement adult education principles and encourage self-discovery. Most faculty members believed that they exerted a positive influence as students entered the profession.