Exploring the Professional Identity Formation of Racial/Ethnic Minoritized Physician Assistants

Abstract

Introduction The purpose of this article is to (1) describe how professional identity intersects with physician assistants' (PAs') and PA students' racial and ethnic identities and cultural backgrounds; (2) examine how sociohistorical contexts shape professional identity in racial/ ethnic minoritized PAs and PA students; and (3) identify the role of PA program administrators and faculty to address the needs of racial/ethnic minoritized PAs and PA students.Methods This study draws on elements of constructivist grounded theory to investigate the professional identity formation (PIF) experiences of 45 PA students and alumni from 3 institutions. Participants were recruited using a snowball method and identified as 23 Black/African American, 12 Hispanic/Latino, 6 mixed race, and 4 Native American/Indigenous. Interview data were analyzed using sociocultural theory as an analytic framework. ResultsThe results suggest that participants felt that their racial/ethnic identity was an important part of their identity, yet many indicated they experienced frequent micro-and macroaggressions from fellow students, faculty, lecturers, administrators, preceptors, patients, and supervisors. Additionally, they indicated that they need more support from their programs than what is currently provided. DiscussionThe results of this study suggest that social experiences before, during, and after PA training strongly influence PIF development in racial/ethnic minoritized PAs. Administrators and professional PA organizations should evaluate methods to support those individuals who identify as a racial/ethnic minority throughout their careers. METHODSThis study used a cross-sectional design to explore the PIF experiences of minoritized PA students and alumni from 3The authors declare no conflict of interest.

Mitigating stereotypes and bias in professional identity formation for those with marginalized identities

“…Table 1 synthesizes the available literature of PIF in underrepresented groups including pharmacy, medicine, and physician assistants. 21 , 36 , 37 , 38 , 39 , 40 , 41 , 42 When studying PIF in REMP groups, it is critical to avoid stereotypes. Stereotyping learners while asking them to develop a professional identity can contribute to stereotype threat, where minoritized learners are subjected to high cognitive load and decreased academic focus as a means to avoid enacting a stereotype behavior.…”