Risky Students: Models of Inclusion and Exclusion for Disabled and Racial/Ethnic Minority Applicants in Physical Therapy.

Abstract

Background and purpose: The physical therapy profession has engaged in robust efforts over the past 50 years to increase the representation of racial/ethnic minority students and practitioners. Much less attention has been given to the recruitment and accommodation of individuals with a disability in physical therapy, although recent activities reveal some momentum. Despite these sincere and ongoing efforts, increases in the field's demographic diversity have been underwhelming. Significant barriers to entry continue to exist for minoritized populations in physical therapy, some of which have likely been overlooked or understudied. Drawing on historical sources, the author's purpose is to highlight that, although race/ethnicity and disability were almost always addressed separately in studies and initiatives, invocations of "risk" were a common focus.

Position and rationale: A breadth of scholarly analysis has demonstrated the limitations and subjectivity of risk perceptions. This position paper argues that labeling certain minoritized student populations as "risky" does harm. The author contends that educators and employers should do more to reflexively interrogate their assumptions of risk, which are often based on limited knowledge and experience. Multiple historical examples are presented, reflecting the inclusion and exclusion of minoritized populations in health professions education.

Discussion and conclusion: When educators label certain minoritized student populations as risky, it can lead to bias and avoidance behaviors. Such risk characterizations may also negatively shape the interpretation of otherwise strong candidates who come from minoritized backgrounds. There are no simple solutions to these challenges. Ongoing reflection and discussion of core pedagogical values are needed, potentially as part of holistic admissions activities and faculty retreats.