Attractors to Faculty Positions Within Higher Education Institutions for Women in Athletic Training

Context: Selection of one's occupation can be influenced and determined by several variables and is often studied through the lens of the socialization framework. Career choice has been examined in athletic training, with scholars focusing on identifying initial attractors to the education programs as well as the traditional employment settings. However, little is understood about why an athletic trainer (AT) pursues a role in higher education, specifically women ATs. Objective: Gain an understanding of the factors that influence and motivate women ATs to pursue a career as a faculty member. Design: Qualitative study. Setting: Commission on Accreditation of Athletic Training Education professional programs. Patients or Other Participants: Sixteen women faculty members, average age 35 (±6.2, range 28–49; 2 did not report ages) with 11 average years of experience teaching in athletic training programs (1 did not report) and an average of 14 years of experience as certified ATs (±5.9, range 7–25). Main Outcome Measure(s): Participants completed one-on-one phone interviews, which were digitally recorded and transcribed. Analysis of the data followed the interpretative phenomenological approach. Credibility was established through pilot testing, peer review, and researcher triangulation. Results: Women ATs who have selected a role in higher education were attracted to their positions for three main reasons: (1) connection to the role of being a faculty member, employment goals aligned with the tenets of higher education, teaching, and research; (2) flexibility of schedule the women were able to maintain, accommodating schedule shaped to fit their needs; (3) selecting current jobs due primarily to logistics and location, allowing them to live in a desired location also acceptable to their spouse. Conclusions: Pursuing a faculty role in higher education for women ATs appears to be stimulated by personal and organizational factors, including an attraction to the roles of the faculty member and job responsibilities that can afford flexibility.