scholarly journals Career and Family Aspirations of Female Athletic Trainers Employed in the National Collegiate Athletic Association Division I Setting

2015 ◽  
Vol 50 (2) ◽  
pp. 170-177 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Elizabeth M. Ferraro ◽  
Ashley Goodman
Keyword(s):  
Family Planning ◽  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Division I ◽  
Life Balance ◽  
Factors Influencing ◽  
Data Collection And Analysis ◽  
Collegiate Level

Context: Female athletic trainers (ATs) tend to depart the profession of athletic training after the age of 30. Factors influencing departure are theoretical. Professional demands, particularly at the collegiate level, have also been at the forefront of anecdotal discussion on departure factors. Objective: To understand the career and family intentions of female ATs employed in the collegiate setting. Design: Qualitative study. Setting: National Collegiate Athletic Association Division I. Patients or Other Participants: Twenty-seven female ATs (single = 14, married with no children = 6, married with children = 7) employed in the National Collegiate Athletic Association Division I setting. Data Collection and Analysis: All female ATs responded to a series of open-ended questions via reflective journaling. Data were analyzed via a general inductive approach. Trustworthiness was established by peer review, member interpretive review, and multiple-analyst triangulation. Results: Our participants indicated a strong desire to focus on family or to start a family as part of their personal aspirations. Professionally, many female ATs were unsure of their longevity within the Division I collegiate setting or even the profession itself, with 2 main themes emerging as factors influencing decisions to depart: family planning persistence and family planning departure. Six female ATs planned to depart the profession entirely because of conflicts with motherhood and the role of the AT. Only 3 female ATs indicated a professional goal of persisting at the Division I setting regardless of their family or marital status, citing their ability to maintain work-life balance because of support networks. The remaining 17 female ATs planned to make a setting change to balance the roles of motherhood and AT because the Division I setting was not conducive to parenting. Conclusions: Our results substantiate those of previous researchers, which indicate the Division I setting can be problematic for female ATs and stimulate departure from the setting and even the profession.

scholarly journals Perceptions of National Collegiate Athletic Association Division I Female Athletic Trainers on Motherhood and Work-Life Balance: Individual- and Sociocultural-Level Factors

2015 ◽  
Vol 50 (8) ◽  
pp. 854-861 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Work Life ◽  
Division I ◽  
Work Life Balance ◽  
Sociocultural Factors ◽  
Sports Management ◽  
Full Time ◽  
Life Balance ◽  
Data Collection And Analysis

Context  A multilevel model of work-life balance (WLB) has been established in the sports management literature to explain interactions among organizational/structural, individual, and sociocultural factors and their effects on individual responses and attitudes toward WLB. These factors influence experiences and outcomes related to WLB. Objective  To examine individual and sociocultural factors that may influence perceptions of female athletic trainers (ATs) employed in the National Collegiate Athletic Association Division I setting, particularly any sex-specific influences. Design  Qualitative study. Setting  National Collegiate Athletic Association Division I. Patients or Other Participants  A total of 27 women (14 single with no children, 6 married with no children, 7 married with children) currently employed as full-time ATs in the Division I setting participated. Data Collection and Analysis  Participants responded to a series of open-ended questions via reflective journaling. Data were examined using a general inductive approach. Trustworthiness was established by multiple-analyst triangulation, member interpretive review, and peer review. Results  Participants recognized that their sex played a role in assessing WLB and a long-term career as an AT. In addition, they identified various individual- and sociocultural-level factors that affected their perceptions of WLB and attitudes toward a career goal. Conclusions  Our data suggested that female ATs may hold traditional sex ideologies of parenting and family roles, which may influence their potential for career longevity.

scholarly journals Positive Factors Influencing the Advancement of Women to the Role of Head Athletic Trainer in the National Collegiate Athletic Association Divisions II and III

2016 ◽  
Vol 51 (7) ◽  
pp. 550-556 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Organizational Factors ◽  
Division I ◽  
Athletic Trainer ◽  
Work Experiences ◽  
Training Experience ◽  
Individual Level

Context: Research suggests that women do not pursue leadership positions in athletic training due to a variety of reasons, including family challenges, organizational constraints, and reluctance to hold the position. The literature has been focused on the National Collegiate Athletic Association Division I setting, limiting our full understanding. Objective: To examine factors that help women as they worked toward the position of head athletic trainer. Design: Qualitative study. Setting: Divisions II and III. Patients or Other Participants: Seventy-seven women who were employed as head athletic trainers at the Division II or III level participated in our study. Participants were 38 ± 9 (range = 24−57) years old and had an average of 14 ± 8 (range = 1−33) years of athletic training experience. Data Collection and Analysis: We conducted online interviews. Participants journaled their reflections to a series of open-ended questions pertaining to their experiences as head athletic trainers. Data were analyzed using a general inductive approach. Credibility was secured by peer review and researcher triangulation. Results: Three organizational facilitators emerged from the data, workplace atmosphere, mentors, and past work experiences. These organizational factors were directly tied to aspects within the athletic trainer's employment setting that allowed her to enter the role. One individual-level facilitator was found: personal attributes that were described as helpful for women in transitioning to the role of the head athletic trainer. Participants discussed being leaders and persisting toward their career goals. Conclusions: Women working in Divisions II and III experience similar facilitators to assuming the role of head athletic trainer as those working in the Division I setting. Divisions II and III were viewed as more favorable for women seeking the role of head athletic trainer, but like those in the role in the Division I setting, women must have leadership skills.

Factors Influencing Retention of Male Athletic Trainers in the NCAA Division I Setting

2013 ◽  
Vol 18 (5) ◽  
pp. 6-9 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Ashley Goodman ◽  
William A. Pitney
Keyword(s):  
Data Collection ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Working Hours ◽  
Division I ◽  
Factors Influencing ◽  
Data Collection And Analysis ◽  
Coworker Relationships ◽  
Support Autonomy ◽  
Type Data

Context:Social support, autonomy, and job satisfaction are among the factors influencing female athletic trainers' decisions to remain in the National Collegiate Athletic Association Division I (NCAA D-I) setting, but the male perspective has not been documented.Objective:Identify factors that affect male athletic trainers' decisions to remain in the NCAA D-I setting.Design:Qualitative study. Participants: 11 male athletictrainers who averaged 6 ± 6 years of NCAA D-I clinical experience, 66 ± 10 working hours per week during the traditional sport season, and 34 ± 5 years of age.Data collection and analysis:In-depth, semistructured interviews. Two researchers followed the steps of a grounded theory study and analyzed data independently.Results:Two main persistence themes emerged from the data: (1) D-I atmosphere and (2) workplace environment.Conclusions:Our findings suggest that male athletic trainers remain in the NCAA D-I setting because of satisfaction with their employment, which includes a competitive atmosphere, strong coworker relationships, and support from their supervisors.

scholarly journals Achieving Work-Life Balance in the National Collegiate Athletic Association Division I Setting, Part I: The Role of the Head Athletic Trainer

2015 ◽  
Vol 50 (1) ◽  
pp. 82-88 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Ashley Goodman ◽  
William A. Pitney
Keyword(s):  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Work Life ◽  
Division I ◽  
Work Life Balance ◽  
Athletic Trainer ◽  
Life Balance ◽  
Web Based ◽  
Staff Members

Context: Supervisor support has been identified as key to the fulfillment of work-life balance for the athletic trainer (AT), yet limited literature exists on the perspectives of supervisors. Objective: To investigate how the head AT facilitates work-life balance among staff members within the National Collegiate Athletic Association Division I setting. Design: Qualitative study. Setting: Web-based management system. Patients or Other Participants: A total of 18 head ATs (13 men, 5 women; age = 44 ± 8 years, athletic training experience = 22 ± 7 years) volunteered for an asynchronous, Web-based interview. Data Collection and Analysis: Participants responded to a series of questions by journaling their thoughts and experiences. We included multiple-analyst triangulation, stakeholder checks, and peer review to establish data credibility. We analyzed the data via a general inductive approach. Results: Four prevailing themes emerged from the data: modeling work-life balance, encouraging disengagement from the AT role, cooperation and community workplace, and administrative support and understanding. Conclusions: Head ATs at the Division I level recognized the need to promote work-life balance among their staffs. They not only were supportive of policies that promote work-life balance, including spending time away from the role of the AT and teamwork among staff members, but also modeled and practiced the strategies that they promoted.

scholarly journals Motherhood and Work–Life Balance in the National Collegiate Athletic Association Division I Setting: Mentors and the Female Athletic Trainer

2014 ◽  
Vol 49 (4) ◽  
pp. 532-539 ◽  
Author(s):  
Christianne M. Eason ◽  
Stephanie M. Mazerolle ◽  
Ashley Goodman
Keyword(s):  
Role Models ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Work Life ◽  
Division I ◽  
Work Life Balance ◽  
Clinical Settings ◽  
Full Time ◽  
Life Balance ◽  
Data Collection And Analysis

Context: One of the greatest catalysts for turnover among female athletic trainers (ATs) is motherhood, especially if employed at the National Collegiate Athletic Association Division I level. The medical education literature regularly identifies the importance of role models in professional character formation. However, few researchers have examined the responsibility of mentorship and professional role models as it relates to female ATs' perceptions of motherhood and retention. Objective: To evaluate perceptions of motherhood and retention in relation to mentorship and role models among female ATs currently employed in the collegiate setting. Design: Qualitative study. Setting: Female athletic trainers working in National Collegiate Athletic Association Division I. Patients or Other Participants: Twenty-seven female ATs employed in the National Collegiate Athletic Association Division I setting volunteered. Average age of the participants was 35 ± 9 years. All were full-time ATs with an average of 11 ± 8 years of clinical experience. Data Collection and Analysis: Participants responded to questions by journaling their thoughts and experiences. Multiple-analyst triangulation and peer review were included as steps to establish data credibility. Results: Male and female role models and mentors can positively or negatively influence the career and work–life balance perceptions of female ATs working in the Division I setting. Female ATs have a desire to see more women in the profession handle the demands of motherhood and the demands of their clinical setting. Women who have had female mentors are more positive about the prospect of balancing the rigors of motherhood and job demands. Conclusions: Role models and mentors are valuable resources for promoting perseverance in the profession in the highly demanding clinical settings. As more female ATs remain in the profession who are able to maintain work–life balance and are available to serve as role models, the attitudes of other women may start to change.

scholarly journals Barriers to the Role of the Head Athletic Trainer for Women in National Collegiate Athletic Association Division II and III Settings

2016 ◽  
Vol 51 (7) ◽  
pp. 557-565 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
National Collegiate Athletic Association ◽  
Collegiate Athletics ◽  
Division I ◽  
Athletic Trainer ◽  
Personal Factors ◽  
Organizational Barriers ◽  
Data Collection And Analysis ◽  
Division Ii ◽  
Old Boys Network

Context: Very few women assume the role of head athletic trainer (AT). Reasons for this disparity include discrimination, motherhood, and a lack of interest in the position. However, data suggest that more women seek the head AT position in National Collegiate Athletic Association Division II and III settings. Objective: To examine the barriers female ATs face as they transition to the role of head AT. Design: Qualitative study. Setting: Divisions II and III. Patients or Other Participants: In total, 77 female ATs participated in our study. Our participants (38 ± 9 years old) were employed as head ATs at the Division II or III level. Data Collection and Analysis: We conducted online interviews with all participants. They journaled their reflections to a series of open-ended questions pertaining to their experiences as head ATs. Data were analyzed following a general inductive approach. Credibility was secured by peer review and researcher triangulation. Results: Organizational and personal factors emerged as the 2 major themes that described challenges for women assuming the role of the head AT. Organizational barriers were defined by gender stereotyping and the “good old boys” network. Personal influences included a lack of leadership aspirations, motherhood and family, and a lack of mentors. Conclusions: Female ATs working in Divisions II or III experienced similar barriers to assuming the role of the head AT as those working in the Division I setting. Stereotyping still exists within collegiate athletics, which limits the number of women in higher-ranking positions; however, a lack of desire to assume a higher position and the desire to balance work and home inhibit some women from moving up.

scholarly journals Achieving Work-Life Balance in the National Collegiate Athletic Association Division I Setting, Part II: Perspectives From Head Athletic Trainers

2015 ◽  
Vol 50 (1) ◽  
pp. 89-94 ◽  
Author(s):  
Ashley Goodman ◽  
Stephanie M. Mazerolle ◽  
William A. Pitney
Keyword(s):  
Athletic Training ◽  
Lower Order ◽  
National Collegiate Athletic Association ◽  
Work Life ◽  
Leadership Role ◽  
Division I ◽  
Work Life Balance ◽  
Training Experience ◽  
Life Balance ◽  
Organizational Challenges

Context: Work-life balance has been examined at the collegiate level from multiple perspectives except for the athletic trainer (AT) serving in a managerial or leadership role. Objective: To investigate challenges and strategies used in achieving work-life balance from the perspective of the head AT at a National Collegiate Athletic Association Division I university. Design: Qualitative study. Setting: Web-based management system. Patients or Other Participants: A total of 18 head ATs (13 men, 5 women; age = 44 ± 8 years, athletic training experience = 22 ± 7 years) volunteered. Data Collection and Analysis: Participants journaled their thoughts and experiences in response to a series of questions. To establish data credibility, we included multiple-analyst triangulation, stakeholder checks, and peer review. We used a general inductive approach to analyze the data. Results: Two higher-order themes emerged from our analysis of the data: organizational challenges and work-life balance strategies. The organizational challenges theme contained 2 lower-order themes: lack of autonomy and role demands. The work-life balance strategies theme contained 3 lower-order themes: prioritization of commitments, strategic boundary setting, and work-family integration. Conclusions: Head ATs are susceptible to experiencing work-life imbalance just as ATs in nonsupervisory roles are. Although not avoidable, the causes are manageable. Head ATs are encouraged to prioritize their personal time, make efforts to spend time away from their demanding positions, and reduce the number of additional responsibilities that can impede time available to spend away from work.

scholarly journals Exploring Summer Medical Care Within the National Collegiate Athletic Association Division I Setting: A Perspective From the Athletic Trainer

2016 ◽  
Vol 51 (2) ◽  
pp. 175-183 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Ashley Goodman
Keyword(s):  
Medical Care ◽  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Negative Influence ◽  
Division I ◽  
Athletic Trainer ◽  
Full Time ◽  
Frequency Distributions ◽  
Training Services

 Over the last few decades, the National Collegiate Athletics Association (NCAA) has made changes related to the increase in sanctioned team activities during summer athletics. These changes may affect how athletic training services are provided.Context:  To investigate the methods by which athletic training departments of NCAA institutions manage expectations regarding athletic training services during the summer.Objective:  Mixed-methods qualitative and quantitative study.Design:  The NCAA Division I.Setting:  Twenty-two athletic trainers (13 men, 9 women) participated. All were employed full time within the NCAA Division I setting. Participants were 35 ± 8 years of age (range, 26−52 years), with 12 ± 7 years (range, 3−29 years) of athletic training experience.Patients or Other Participants:  All participants completed a series of questions online that consisted of closed- (demographic and Likert-scale 5-point) and open-ended items that addressed the research questions. Descriptive statistics, frequency distributions, and phenomenologic analyses were completed with the data. Peer review and multiple-analyst triangulation established credibility.Data Collection and Analysis:  Summer athletic training services included 3 primary mechanisms: individual medical care, shared medical care, or a combination of the 2. Participants reported working 40 ± 10 hours during the summer. Likert-item analysis showed that participants were moderately satisfied with their summer medical care structure (3.3 ± 1.0) and with the flexibility of summer schedules (3.0 ± 1.2). Yet the qualitative analysis revealed that perceptions of summer medical care were more positive for shared-care participants than for individual- or combination-care participants. The perceived effect on the athletic trainer included increased workload and expectations and a negative influence on work-life balance, particularly in terms of decreased schedule flexibility and opportunities for rejuvenation. For many, the summer season mimicked the hours, workload, and expectations of the nontraditional season.Results:  The NCAA rule changes and medical care expectations affected the summer workload of athletic trainers, but job sharing seemed to help them manage conflict associated with providing summer athletic training services.Conclusions:

scholarly journals Perceptions of Work-Life Balance Practices Offered in the Collegiate Practice Setting

2017 ◽  
Vol 52 (12) ◽  
pp. 1131-1139 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Lindsey E. Eberman
Keyword(s):  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Organizational Factors ◽  
Work Life ◽  
Work Life Balance ◽  
Practice Setting ◽  
Division Iii ◽  
Life Balance ◽  
Organizational Policies ◽  
Collegiate Level

Context:  Organizational factors have been identified as barriers to finding work-life balance (WLB) in athletic training. Despite the existence of organizational policies to address WLB, little is known about athletic trainers' (ATs') awareness of these policies that could assist them. Objective:  To better understand the perceptions of ATs regarding the workplace practices available to them, which may help them achieve WLB. Design:  Phenomenologic study. Setting:  Collegiate practice setting. Patients or Other Participants:  Twenty-one ATs (women = 10, men = 11) employed at the collegiate level (National Collegiate Athletic Association Division I = 12, Division II = 5, Division III = 4) volunteered for our study. The average age of the participants was 33 ± 9 years. Saturation of the data was met at n = 21. Data Collection and Analysis:  Participants completed an in-depth, 1-on-1 phone interview, which was then transcribed verbatim. Data were analyzed using a phenomenologic approach. Credibility was determined by member checks, peer review, and researcher triangulation. Results:  Our analyses revealed that participants (1) had a limited awareness of formal policies that were offered within their university or collegiate infrastructure; (2) used informal policies to manage their personal, family, and work obligations; and (3) thought that more formal policies, such as adherence to adequate staffing patterns and work schedules, could help establish WLB within collegiate athletic training settings. Conclusions:  Informal workplace policies were more commonly used by our participants and were viewed as a means of creating a supportive atmosphere. Administrators and supervisors should consider creating or endorsing more formal policies specific to the demands of an AT in the collegiate setting to help with WLB.

scholarly journals The Experiences of Female Athletic Trainers in the Role of the Head Athletic Trainer

2015 ◽  
Vol 50 (1) ◽  
pp. 71-81 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Laura Burton ◽  
Raymond J. Cotrufo
Keyword(s):  
Athletic Training ◽  
Intercollegiate Athletics ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Personal Characteristics ◽  
Athletic Trainer ◽  
Years Of Experience ◽  
Leadership Qualities ◽  
Female Head

Context: Very few women have leadership positions in athletic training (ie, head athletic training positions) in intercollegiate athletics. Research exists on the barriers to attaining the role; however, our understanding about the experiences of those currently engaged in the role is limited. Objective: To examine the experiences of female head athletic trainers as they worked toward and attained the position of head athletic trainer. Design: Qualitative study. Setting: National Collegiate Athletic Association Division I setting. Patients or Other Participants: Eight female athletic trainers serving in the role of head athletic trainer participated in our study. The mean age of the participants was 45 ± 12 years, with 5 ± 1.5 years of experience in the role of head athletic trainer and 21 ± 10 years of experience as athletic trainers. Data Collection and Analysis: We conducted phone interviews with the 8 participants following a semistructured format. Interviews were transcribed verbatim and analyzed following a general inductive approach as described by Thomas. To establish credibility, we used a peer reviewer, member checks, and multiple-analyst triangulation. Results: Six major themes emerged from our analysis regarding the experiences of female head athletic trainers. Opportunities to become a head athletic trainer, leadership qualities, and unique personal characteristics were discussed as factors leading to the assumption of the role of the head athletic trainer. Where women hold back, family challenges, and organizational barriers speak to the potential obstacles to assuming the role of head athletic trainer. Conclusions: Female head athletic trainers did not seek the role, but through persistence and encouragement, they find themselves assuming the role. Leadership skills were discussed as important for success in the role of head athletic trainer. Life balancing and parenting were identified as barriers to women seeking the role of head athletic trainer.

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