Assessing the Effectiveness of Minority Classification in Physical Therapy School Admissions Selection

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Abstract

The purpose of this study was to assess the effects of the admission policy of awarding points to minority applicants in a university's physical therapy admission process in attempts to increase minority student representation. Using the physical therapy program applicant data for the years 1992-1994 and 1996-1997 (the data for 1995 were unavailable), a hypothetical group, based on omitting the credit awarded to minority applicants, was derived. A comparative analysis of the hypothetical group and the actual physical therapy admission classes was done to investigate the difference in ethnic demographics. Without awarding extra points to minority applicants, minority enrollment would have decreased by 7% in 1992, 8% in 1993, 30% in 1994, 14% in 1996, and 24% in 1997. In the field of physical therapy, there exists a need for increased minority representation. The practice of awarding points for minority applicants is crucial to the continued success of minority representation in the physical therapy profession.

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