My, How You Have Changed, PETE: An Updated Demographic Profile of U.S. Teacher Education Faculty

in Journal of Teaching in Physical Education

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Kim C. GraberUniversity of Illinois at Urbana-Champaign

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Amelia Mays WoodsUniversity of Illinois at Urbana-Champaign

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Chad M. KillianUniversity of Illinois at Urbana-Champaign

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K. Andrew R. RichardsUniversity of Illinois at Urbana-Champaign

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Jesse L. RhoadesUniversity of North Dakota

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DOI:
https://doi.org/10.1123/jtpe.2018-0311
Keywords:
higher education; physical education; socialization
First Published Online:
26 Nov 2019
In Print:
Volume 39: Issue 3
Page Range:
384–395
Restricted access

Purpose: The landscape of physical education has shifted in the 30 years since Metzler and Freedman’s seminal study examining the demographics of physical education teacher education faculty. Changes in the structure of physical education and academia justify an updated investigation, with particular emphasis on the gender and institutional affiliation of faculty. Methods: An expanded and validated version of Metzler and Freedman’s survey was e-mailed to 908 physical education teacher education faculty from 505 U.S. institutions. A response rate of 46.21% was achieved. The data were analyzed using descriptive and inferential statistics to examine differences based on gender and institutional affiliation. Results: Gender salary disparities have decreased, whereas teaching experience and qualifications of faculty have increased. Corresponding increases in research productivity were notably evident. Discussion/Conclusion: Faculty members remain predominately European American, publication output has increased, more institutions are hiring nontenure-track faculty, and perceptions of support for physical education are lower than in 1985.

Graber, Woods, Killian, and Richards are with the University of Illinois at Urbana-Champaign, Urbana, IL. Rhoades is with the University of North Dakota, Grand Forks, ND.

Graber (kgraber@illinois.edu) is corresponding author.
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