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Much study on the career development of women in the health care professions has focused on women in historically male-dominated professions, such as medicine (1-3) and veterinary medicine. (4,5) However, sex differences in career development also have been reported for historically female-dominated professions, such as nursing and physical therapy. (6-8) Data have shown sex differences in physical therapists' employment status (7,9) and practice setting. (7,10) Sex differences in physical therapists' income also have been documented, (6,11) although differences in income may be related to other career differences, including employment status (9) and practice setting. (11)
The American Physical Therapy Association (APTA) has long been aware of sex differences in the careers of physical therapists. In 1991, the APTA Executive Committee appointed a task force to focus on women's issues in physical therapy. (10) The APTA House of Delegates adopted goals in 1992 to improve the status of women in physical therapy; these goals were subsequently amended twice. (10) The 4 goals of the plan are: (1) to increase awareness of the issues of inequity for women, (2) to recognize barriers to professional growth and career development and promote mechanisms to eliminate or reduce these barriers, (3) to promote physical therapy as a life-long profession, and (4) to provide for the systematic evaluation of women's status and APTA action concerning women's issues. However, the goals of APTA for improving the status of women are focused on physical therapists, rather than physical therapist students. It is possible that physical therapist students exhibit sex differences in career expectations. If that is the case, then the recognition of barriers to the full range of career options and the promotion of mechanisms to eliminate or reduce these barriers may best be implemented during students' professional education, rather than after entry into the profession.
There is no research to indicate whether physical therapist students enter their professional programs with sex differences in career expectations. Knowledge of students' career expectations as they begin their professional education may provide initial insight as to whether sex differences exist and, if so, whether such differences mirror the current sex differences in physical therapists' career paths. If APTA is to achieve the aforementioned goals for improving the status of women in physical therapy, then interventions to support women's career development and participation in the flail range of career options may best be targeted to students as well as clinicians. The purpose of this study was to determine whether physical therapist students show evidence of sex differences in career expectations before any potential influences from faculty and clinicians during their professional education.
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