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Characteristics of Athletic Trainers That Are Satisfied and Dissatisfied with their Compensation
No full textIntroduction: Job satisfaction among athletic trainers (ATs), particularly in relation to compensation, is a critical factor influencing retention and career fulfillment. Examining the factors linked to earnings satisfaction may offer insight into how workplace conditions can be improved to better support ATs. The purpose of our study was to investigate the attributes that distinguish ATs content with their compensation from those who are dissatisfied. Methods: We used a cross-sectional, web-based survey to gather AT compensation data, of which 1,887 participants responded to a question regarding their satisfaction with compensation. Respondents were divided into two groups based on their satisfaction with compensation: those satisfied and those dissatisfied. Those who indicated neither, were excluded form the analysis. The analysis focused on differences in factors such as age, years of experience, salary, debt-to-income ratio, education level, and employment setting. One-way ANOVAs and Chi-Square tests were used to identify significant distinctions (p\u3c0.05) between the groups. This study was deemed exempt by Indiana State University’s Institutional Review Board. Results: We discovered several notable differences between satisfied and dissatisfied ATs. ATs satisfied with their compensation were older on average (40.5 years vs. 37.7 years, p\u3c0.001) with more professional experience (17.0 years vs. 14.3 years, p\u3c0.001). Their gross annual earnings were significantly higher, averaging 65,577 for dissatisfied respondents (p\u3c0.001). Primary employer salaries also differed, with satisfied ATs earning 59,666 (p\u3c0.001). Debt-to-income ratios were lower among satisfied ATs (40.7% vs. 46.2%, p\u3c0.001). Additionally, career stability further differentiated groups. Among satisfied ATs, 67.7% indicated no intent to leave their roles, compared to 73% of dissatisfied ATs who had considered leaving (p\u3c0.001). Employment settings also varied; more satisfied ATs worked in secondary schools (52.0%) compared to dissatisfied ATs (41.2%). Other demographic factors, such as gender identity and ethnicity, showed no significant differences; most respondents identified as women (54.0% and 53.0%, respectively) and White (84.0% and 85.9%, respectively) (Table). Translation to Practice: Our findings provide insight into the factors influencing compensation satisfaction among ATs, offering opportunities for educators to better prepare students entering the workforce. Academic programs should incorporate training on negotiation skills, enabling students to advocate effectively for competitive salaries and benefits. Curriculum enhancements can include workshops on understanding compensation structures, evaluating job offers, and recognizing the long-term impact of debt-to-income ratios on career and compensation satisfaction. Educators can also emphasize job market trends, helping students set realistic expectations based on their chosen employment settings. Secondary school environments, which demonstrated higher satisfaction levels, may provide case studies or models for effective work practices and compensation structures that students can aspire to replicate in their own careers. By addressing these gaps early, academic programs can better equip future ATs to enter the workforce with confidence, negotiate for fair compensation, and navigate their career paths effectively. Education on this topic shouldn’t end with professional level students. It must continue over the course of an ATs careerspan. Professional and post-professional educators are uniquely positioned to support this continued development through preceptor training and continuing education programming for practicing ATs
Leveraging Ownership to Prosper From Failure
No full textThe purpose of this qualitative study was to gain an understanding of the phenomenon of leveraging ownership to prosper from a failure experience through the lenses of principals who have experienced a situation where they failed. Research questions included the perception of the determining aspects, how ownership manifested as a coping method, the belief in leveraging ownership to improve outcomes, and what principals can learn about themselves when finding success after failing. Principals matching the criteria of working in Indiana and Michigan and having a failure experience were chosen for this research study. Semi-structured interviews were conducted with the principals to gain an understanding of the essence of leveraging ownership to prosper from failure. Emerging themes included recognizing the responsibilities that come with the principalship, emotional awareness as a principal, support systems and mentorship, growth and adaptability, and challenges of school leadership. Additional sub-themes of the study included taking accountability for decisions, gaining insight from setbacks, self-reflection, empathy for staff and students, leveraging support from others, rebuilding trust, adjusting to evolving situations, leadership development, handling the complexity of the role of principal, and decision making under pressure. The findings reveal that successful principals employ strategies such as gradual change implementation, transparent communication, and collaborative decision-making to rebuild trust and maintain stability. Emotional intelligence, particularly self-awareness and empathy, emerged as critical aspects in managing the emotional toll of failure and fostering stronger relationships with staff and stakeholders. The findings of this study could be iv valuable to both researchers and practitioners in the field of educational leadership. They will contribute to a more nuanced understanding of failure and its potential for positive transformation in the lives of school leaders. Furthermore, the study\u27s insights will be beneficial in developing strategies and interventions to support principals in effectively navigating the complexities of their roles and ultimately fostering success for themselves and the schools they lead. Implications include encouraging transparent communication, developing empathy and self-awareness training, institutionalizing support networks and mentorship programs, and promoting incremental changes
The Heritage Conversation Partners Project: Virtual Cultural Heritage Exchange in an Anthropology Course
No full textWe describe the structure, benefits, and challenges associated with a virtual cultural heritage exchange (VCHE) between undergraduate students in an applied anthropology class and a group of English language learners (ELL). Using qualitative data collection and analysis methods, the project aimed to teach anthropological methods and perspectives to the students while investigating three research questions: Will a VCHE (1) build social bonds and bridges, (2) improve English language acquisition, and (3) raise “heritage consciousness” (awareness and appreciation of, along with an associated sense of agency toward, cultural heritage) among participants? Results support the research questions and show the effectiveness of VCHEs when they are designed to meet the interests and needs of ELL participants and students
Community Members’ Perspectives on a Community-Engaged Process for Supporting Vibrant Greenspaces in Detroit
No full textGreenspaces provide several well-being (Dinnie et al., 2013) and psychosocial benefits (Addy et al., 2004). Community-engaged research affords community partners a voice in the project (Cushman et al., 2004). This study assessed Detroit community members’ perceived benefits of and suggestions for engaging with the community to support greenspaces. Through qualitative analysis, a three-step process for community-engaged planning was revealed. Findings highlight strategies that involve community members in this process to enhance community engagement and well-being
Service Learning as a Mode to Deliver Course Learning Outcomes in a Research-Based Exercise Science College Course
No full textThe following case study presents an approach to teaching research courses in undergraduate exercise science programs. Research courses are commonly required in the curriculum for this degree. Service learning (SL) is an effective way to promote student learning outcomes (SLOs) by providing hands-on experience for the students, and should be considered in exercise science research courses. Quantitative and qualitative survey results from students over two semesters of SL in an exercise science course are presented
Community Engagement in Music Therapy: Reflections From the Field
No full textThis paper reflects on a music therapy community engagement project that incorporates clinical training, service learning, and community music therapy. Two faculty members and a practicum student in a Midwestern university engaged community members connected to Parkinson’s disease to create a music-based program. We offer a conceptual framework that connects approaches situated within community music therapy (CoMT) qualities and community-based participatory research (CBPR) principles. We share project processes, findings, and recommendations, emphasizing all as equal stakeholders
The Indiana Statesman, February 6, 2025
No full textBlack History Month Kickoff; Speaker Series kicks off Black History Month; White House introduces first round of tariffs; Press Release: Heartland Blockchain Summit; Mental health experts offer crisis coping advicehttps://scholars.indianastate.edu/statesman/1080/thumbnail.jp
After the Game: Comparing Career-Readiness Attitudes Between First-Generation and Continuing-Generation Student-Athletes
No full textSuccessfully transitioning from college to a career requires skills, experience, and knowledge. Specific student populations face increased challenges in accessing campus career resources that promote readiness for post-graduate employment. Among these vulnerable populations are student athletes and first-generation college students. While both student groups stand to gain increased professional success because of their college experiences, college-to-career barriers are well-documented. These challenges include access to and awareness of career-readiness resources, and career preparation and exploration opportunities. More information about the career readiness of an adjacent student group, first-generation student athletes, is needed. Students who experience the intersectionality of being both a first-generation college student and a student athlete may face compound challenges unknown to teammates whose parents completed a college degree. This subset of students faces the opportunities as well as the potential career readiness difficulties of being a first-generation college student and those of a collegiate athlete. This quantitative study investigates career readiness differences between firstgeneration and continuing education student athletes
Criminogenic Risk Factors for Delinquency in Relation to the Custodial Parent: Incorporating Parent-Child Gender Dyads, Behavioral Control, and Support
No full textJuvenile delinquency tends to be higher in single-parent households (Kroese et al., 2021). Research investigating this phenomenon has found conflicting results on whether a juvenile has lower rates of delinquency with a custodial father (paternal hypothesis), custodial mother (maternal hypothesis), or whether gender is secondary to other factors. Similarly, some studies found that the interaction of the juvenile living with a same-gendered parent was associated with lower levels of delinquency. Further complications include how parental variables, such as behavioral control and support levels, may interact with the juvenile and custodial parent gender (Hoeve et al., 2009). The current study utilizes a cross-sectional design of 6th to 12th graders (n = 1,354) living in single-parent homes to examine whether juvenile gender, parent gender, juvenile and custodial parent gender dyad, parental behavioral control, and parental support are associated with juvenile delinquency. Results generally support a structuralist view toward custodial parents, where the gender of the custodial parent is secondary to factors such as levels of behavioral control and support in the home. Behavioral control and support were inversely associated with all types of delinquency, with behavioral control having a slightly stronger negative association with delinquency when statistically compared to support. Furthermore, results reveal that male juvenile gender was associated with more behavioral delinquency but not low- or high-risk substance use. Future research, practical applications, and methodological concerns in custodial household delinquency research are discussed
Providing Counseling Services in an Off-Campus Clinic: A Blueprint for Creating a Successful Partnership
No full textWe offer a blueprint for creating an off-campus clinic through a university, school district, and community partnership. The facility which is housed in the school district provides university students with direct counseling experiences with clients who have genuine needs, allows the university to expand its goal of providing for the public good, and benefits the school district by enabling it to grow its own school counselors who currently teach in the district