Context: Researchers have investigated heterosexuals' attitudes toward homosexuals, focusing on factors such as sex, race, religion, education, and contact experiences. However, in the context of sport, this research is deficient. We found no published literature investigating athletic trainers (ATs') attitudes toward lesbian, gay, and bisexual student-athletes (LGB).Objective: To determine heterosexual ATs' attitudes toward LGB student-athletes in the National Collegiate Athletic Association.Design: Cross-sectional study Setting: E-mailed survey. Patients or Other Participants: A total of 964 ATs employed at member institutions.Main Outcome Measure(s): We measured attitudes using the Attitudes Toward Lesbian, Gay Men, and Bisexuals (ATLGB) Scale. To determine the extent to which sex, religion, and whether having an LGB friend or family member had an effect on ATs' attitudes, we performed analysis of variance. To establish the effect of age on ATs' attitudes, we calculated a Pearson correlation. We used an independent t test to identify differences between ATs who reported working with LGB student-athletes and ATs who did not.Results: With ATLGB score as the dependent factor, a main effect was noted for sex, religion, and having an LGB friend or family member (P , .01 for all comparisons). Age and total score were related (P , .01). A difference was seen in the ATLGB scores between ATs who were aware of LGB studentathletes on their teams and ATs who were not (P , .001).Conclusions: Many ATs hold positive attitudes toward LGB student-athletes, especially females, those who have an LGB friend or family member, and those who are aware of LGB student-athletes. Still, it is important to provide an open environment in the athletic training room for all student-athletes.Key Words: athletic training, diversity, sexual orientation Key PointsN Most athletic trainers held positive attitudes toward lesbian, gay, or bisexual student-athletes. However, nearly 15% held negative attitudes.N Women and athletic trainers with lesbian, gay, or bisexual friends or family members and those who cared for lesbian, gay, or bisexual student-athletes held more positive attitudes than did men and athletic trainers without these personal connections, respectively.N Athletic trainers must act to improve the athletic training department environment so that all student-athletes (including lesbian, gay, or bisexual student-athletes) feel safe and respected.

Context The term transgender refers to individuals whose gender identity does not match their sex assigned at birth. Transgender people often report negative health care experiences, leading many to avoid seeking care. The experiences of transgender athletes with athletic trainers (ATs) are currently unknown. Objective To identify barriers transgender athletes may encounter when seeking care and to describe common experiences they have had with ATs. Design Qualitative phenomenologic study. Setting Individual phone interviews. Participants Nine transgender participants from high school (n = 2), collegiate (n = 4), club (n = 2), and semiprofessional (n = 1) athletics (age = 23.56 ± 5.32 years). Participants were either current athletes or had been athletes within the past 5 years. They consisted of transgender men (n = 3), transgender women (n = 3), and nonbinary or genderqueer people (n = 4), with 1 participant identifying as both a transgender man and nonbinary. Data Collection and Analysis Participants completed semistructured phone interviews that addressing positive and negative experiences, avoidance, and perceived AT knowledge of transgender concerns. The interviews were analyzed for themes and evaluated with a peer reviewer. Member checking was conducted to validate the findings. Results Three main themes emerged. Education described ATs' knowledge of transgender concerns and receptiveness to learning. Primacy of the patient addressed ATs' behaviors when interacting with transgender athletes. Environment involved how social environments affected transgender athletes' comfort with ATs. Participants commonly perceived a lack of clinician education on transgender needs, which combined with a lack of support or hostile environment to lead to discomfort and avoidance. Respecting privacy, demonstrating support, and being open to education led to positive experiences. Conclusion Athletic trainers can improve their care of transgender athletes in several areas. Information about transgender people should be included in athletic training curriculums. Athletic trainers can also use inclusive language, signal that facilities are safe for all, and be familiar with resources for transgender athletes.

The ability to assess attitudes toward transgender patients will allow clinicians to identify needed areas of focus for training and education. The ATTP assesses affective and cognitive attitudes and behavioral intentions toward transgender patients in common clinical settings.

No abstract

No abstract