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Apprenticeship of Observation in Kinesiology: Undergraduates' Perceptions of Faculty Roles

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Title: Apprenticeship of Observation in Kinesiology: Undergraduates' Perceptions of Faculty Roles
Language: English
Authors: Youngjoon Kim (ORCID 0000-0002-7260-0537), Christopher Kinder, Gabrielle Strittmater, Kevin Andrew Richards (ORCID 0000-0003-3045-6001)
Source: Quest. 2024 76(3):308-326.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Kinesiology, Undergraduate Students, Student Attitudes, Teacher Role, Observational Learning, Physical Education, Socialization
Geographic Terms: Illinois
DOI: 10.1080/00336297.2024.2329906
ISSN: 0033-6297
1543-2750
Abstract: While kinesiology scholars have focused on how future faculty members are socialized, recruited into, and prepared for academia, limited attention has been given to the apprenticeship of observation for faculty roles when college students first develop impressions and initial understandings of faculty work. This qualitative study aimed to understand undergraduate kinesiology students' perceptions and beliefs about faculty roles and careers in higher education. Data were collected from 58 undergraduate kinesiology students at a large doctoral-granting institution in the Midwest region of the U.S. The findings were communicated through three themes: (a) incomplete understanding of faculty work limits motivation to pursue faculty careers; (b) positive associations but distal relationships with faculty through coursework; and (c) research involvement fosters an understanding of research process and faculty work. This study has implications not only for the recruitment and socialization of future faculty, but also for building public trust in kinesiology and higher education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433874
Database: ERIC
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  Value: <anid>AN0178762039;qus01jul.24;2024Aug05.02:52;v2.2.500</anid> <title id="AN0178762039-1">Apprenticeship of Observation in Kinesiology: Undergraduates' Perceptions of Faculty Roles </title> <p>While kinesiology scholars have focused on how future faculty members are socialized, recruited into, and prepared for academia, limited attention has been given to the apprenticeship of observation for faculty roles when college students first develop impressions and initial understandings of faculty work. This qualitative study aimed to understand undergraduate kinesiology students' perceptions and beliefs about faculty roles and careers in higher education. Data were collected from 58 undergraduate kinesiology students at a large doctoral-granting institution in the Midwest region of the U.S. The findings were communicated through three themes: (a) incomplete understanding of faculty work limits motivation to pursue faculty careers; (b) positive associations but distal relationships with faculty through coursework; and (c) research involvement fosters an understanding of research process and faculty work. This study has implications not only for the recruitment and socialization of future faculty, but also for building public trust in kinesiology and higher education.</p> <p>Keywords: Occupational socialization theory; faculty roles; apprenticeship of observation; higher education; academic careers; subjective theories</p> <p>Higher education faculty members have been identified as disciplinary stewards (Golde & Walker, [<reflink idref="bib11" id="ref1">11</reflink>]) who play an important role in shaping the future of their fields through research and the preparation of future professionals (Lawson, [<reflink idref="bib19" id="ref2">19</reflink>]; Thomas, [<reflink idref="bib47" id="ref3">47</reflink>]). Such is the case for physical education teacher education (PETE) faculty members who help prepare the next generation of school physical educators. Nevertheless, and outside of the developing literature in PETE (e.g., Brunsdon & Curtner-Smith, [<reflink idref="bib6" id="ref4">6</reflink>]; McEvoy et al., [<reflink idref="bib25" id="ref5">25</reflink>]; Richards, Kinder, et al., [<reflink idref="bib35" id="ref6">35</reflink>]), the field of kinesiology currently knows little about how future faculty members are recruited, prepared for their roles, and what their lives and careers are like in higher education (Rizzo et al., [<reflink idref="bib39" id="ref7">39</reflink>]). Pretraining socialization, which occurs prior to doctoral education, is particularly important for understanding not only why individuals are socialized toward or away from particular careers (Curtner-Smith, [<reflink idref="bib7" id="ref8">7</reflink>]), but also for understanding their initial belief systems, or subjective theories (Grotjahn, [<reflink idref="bib13" id="ref9">13</reflink>]) related to what it means to be a professional in that field.</p> <p>Research drawing from occupational socialization theory (Templin & Schempp, [<reflink idref="bib46" id="ref10">46</reflink>]) has illustrated that the physical education and physical activity experiences that young people observe and experience serve as an apprenticeship of observation (Lortie, [<reflink idref="bib22" id="ref11">22</reflink>]), which is instrumental in understanding why they may be drawn toward or pushed away from related careers (Curtner-Smith, [<reflink idref="bib7" id="ref12">7</reflink>]). This is one way in which the physical education profession reproduces itself as the teacher-driven, sport-focused curricula delivered in many high schools becomes imprinted in the subjective theories of teacher education recruits (Ferry & McCaughtry, [<reflink idref="bib8" id="ref13">8</reflink>]; Flory, [<reflink idref="bib9" id="ref14">9</reflink>]). Alternatively, college students who decided to major in kinesiology but did not seek physical education licensure have cited negative experiences and societal perceptions of physical education as a motivating factor (Richards et al., [<reflink idref="bib32" id="ref15">32</reflink>]).</p> <p>Similar to young people in physical education classes, undergraduate students are engaged in an apprenticeship of observation related to faculty roles (Russell et al., [<reflink idref="bib40" id="ref16">40</reflink>]). They are likely to develop and refine preexisting understandings of what it means to be a faculty member, particularly within the academic unit or discipline that houses their degree program. Little is known, however, about the ways in which undergraduate students develop an understanding of faculty roles, even though anticipatory experiences have been highlighted by socialization scholars (Lee & Curtner-Smith, [<reflink idref="bib20" id="ref17">20</reflink>]; Richards et al., [<reflink idref="bib36" id="ref18">36</reflink>]). Similar to how high school students lack full insight into the technical (e.g., lesson planning, assessment) and sociopolitical cultures of teaching (Stroot & Ko, [<reflink idref="bib45" id="ref19">45</reflink>]), it is likely that the apprenticeship of observation experienced by undergraduate students leads to both incomplete and faulty assumptions. These students are, for example, likely to interact with faculty members most often in teaching environments, which may lead to misconceptions about the nature of their work. Adopting the occupational socialization theory, this study sought to better understand kinesiology undergraduate students' understanding and perceptions of faculty roles.</p> <p>Occupational socialization theory (Templin & Schempp, [<reflink idref="bib46" id="ref20">46</reflink>]) was initially developed in the physical education literature and has been predominantly used to understand the recruitment, professional preparation, and ongoing socialization of physical education teachers (Richards et al., [<reflink idref="bib37" id="ref21">37</reflink>]). Scholars have since extended the theory to focus on the socialization of higher education faculty members (e.g., Brunsdon & Curtner-Smith, [<reflink idref="bib6" id="ref22">6</reflink>]; Russell et al., [<reflink idref="bib40" id="ref23">40</reflink>]) as well as undergraduate students pursuing kinesiology careers outside of physical education (Richards et al., [<reflink idref="bib32" id="ref24">32</reflink>]) and individuals working in adjacent fields (Zmudy et al., [<reflink idref="bib54" id="ref25">54</reflink>]). Regardless of the focus, scholars using this theory recognize that socialization begins prior to formal career training and includes an anticipatory phase that functions in part as a recruitment process (Curtner-Smith, [<reflink idref="bib7" id="ref26">7</reflink>]). Socialization is also viewed as a dialectical process whereby recruits can exercise their sense of agency in resisting the influence of those seeking to socialize them (Schempp & Graber, [<reflink idref="bib42" id="ref27">42</reflink>]). Accordingly, we cannot assume that individuals will passively adopt new beliefs in their subjective theories, particularly if there is a conflict in belief structures.</p> <p>While alternative conceptualizations exist (e.g., Brunsdon & Curtner-Smith, [<reflink idref="bib6" id="ref28">6</reflink>]; Lee & Curtner-Smith, [<reflink idref="bib20" id="ref29">20</reflink>]), when referring to faculty socialization, we adopt Richards and Fletcher's ([<reflink idref="bib30" id="ref30">30</reflink>]) use of three interconnected types of socialization that include anticipatory socialization, doctoral education, and faculty socialization. Given our interest in undergraduate education as an apprenticeship of observation for faculty careers, anticipatory socialization is of the greatest relevance. Doctoral education, which reflects preparation for academic roles related to teaching, research, and service (Richards et al., [<reflink idref="bib36" id="ref31">36</reflink>]), would only be experienced by students who decide to enroll in a doctoral program. Similarly, ongoing socialization through faculty roles (Merrem & Curtner-Smith, [<reflink idref="bib26" id="ref32">26</reflink>]) is less relevant to our current interest in how experiences in undergraduate programs inform one's subjective theory (Grotjahn, [<reflink idref="bib13" id="ref33">13</reflink>]) regarding faculty work. More detailed discussions regarding doctoral education and faculty socialization are available elsewhere (e.g., Brunsdon & Curtner-Smith, [<reflink idref="bib6" id="ref34">6</reflink>]; Russell et al., [<reflink idref="bib40" id="ref35">40</reflink>]).</p> <p>Anticipatory socialization involves a variety of experiences that occur prior to one's decision to enter doctoral education in pursuit of faculty roles, which helps develop impressions of the work and motivates entrance decisions (Richards, Kinder, et al., [<reflink idref="bib35" id="ref36">35</reflink>]). This includes childhood experiences, time spent during undergraduate education and professional preparation, and any experience of working in the field or industry prior to pursuing an academic career (Lee & Curtner-Smith, [<reflink idref="bib20" id="ref37">20</reflink>]). Relative to those who pursue faculty careers in PETE, for example, formative experiences in physical education as a young person help develop initial subjective theories (Grotjahn, [<reflink idref="bib13" id="ref38">13</reflink>]) of what it means to teach physical education that influences decisions to pursue physical education teaching careers (Curtner-Smith, [<reflink idref="bib7" id="ref39">7</reflink>]). Research conducted with kinesiology undergraduate students, on the other hand, has illustrated that those interested in other service professions (e.g., physical therapy, occupational therapy) discuss the influence of therapists who helped them recover from a catastrophic athletic injury (Richards et al., [<reflink idref="bib32" id="ref40">32</reflink>]). Recruits into adapted physical education may not experience the profession as a career choice until already in college, which results in delayed entrance and what has been described as an incomplete apprenticeship of observation (Wilson & Richards, [<reflink idref="bib51" id="ref41">51</reflink>]).</p> <p>One primary purpose of undergraduate education is related to preparation for specific professional careers (e.g., physical education, strength and conditioning) or gaining the baseline knowledge needed to pursue those fields at the graduate level (e.g., occupational therapy, physical therapy; Curtner-Smith, [<reflink idref="bib7" id="ref42">7</reflink>]). When considering socialization into higher education, this period also serves as an apprenticeship of observation (Lortie, [<reflink idref="bib22" id="ref43">22</reflink>]) for faculty roles (Richards, Kinder, et al., [<reflink idref="bib35" id="ref44">35</reflink>]). As preservice professionals learn the knowledge, skills, and dispositions needed for the specific career they have identified, they also spend time with faculty members and develop impressions of what it means to fill the faculty roles. These experiences result in the formation of an initial subjective theory (Grotjahn, [<reflink idref="bib13" id="ref45">13</reflink>]) related to faculty roles that may facilitate the recruitment of some future faculty members while helping others decide that academic careers are not for them.</p> <p>While some individuals seek academic career preparation immediately following their undergraduate education (van der Mars, [<reflink idref="bib49" id="ref46">49</reflink>]), others pursue work in the field for which they were trained or otherwise prior to pursuing doctoral education (Russell et al., [<reflink idref="bib40" id="ref47">40</reflink>]). The time spent working in the field can provide valuable experiences that future faculty members can draw from when delivering instruction and conceptualizing research (Boyd et al., [<reflink idref="bib4" id="ref48">4</reflink>]). In some instances, inservice professionals participate in the process of professional preparation by guest lecturing, teaching courses as adjunct instructors, or hosting interns, among other things. Such is the case, for example, when inservice physical educators host preservice teachers for early field experiences and student teaching (McEntyre et al., [<reflink idref="bib24" id="ref49">24</reflink>]). Collectively, these direct and vicarious experiences during various socialization phases, including stress and sociopolitical challenges associated with working in the field, may motivate decisions to pursue careers in higher education (Richards et al., [<reflink idref="bib36" id="ref50">36</reflink>]). For example, in the context of PE workforce, the phenomenon of "washing-up" may be the case, where some PE teachers leave the profession and transition into higher education for multiple reasons including the marginalization, burnout, and low salaries they experience while working as inservice practitioners (Kurtzman et al., [<reflink idref="bib18" id="ref51">18</reflink>]; Patton & Parker, [<reflink idref="bib28" id="ref52">28</reflink>]).</p> <p>Physical education scholars have long examined the influence of socialization on the lives and careers of teachers (e.g., Curtner-Smith, [<reflink idref="bib7" id="ref53">7</reflink>]; Graber et al., [<reflink idref="bib12" id="ref54">12</reflink>]; Woods & Lynn, [<reflink idref="bib52" id="ref55">52</reflink>]). However, the socialization process relative to faculty roles in higher education or kinesiology more broadly is less well understood (Rizzo et al., [<reflink idref="bib39" id="ref56">39</reflink>]). This understanding is imperative for the recruitment, preparation, and retention of diverse and highly qualified faculty members to lead kinesiology in the future (Russell et al., [<reflink idref="bib40" id="ref57">40</reflink>]). This is particularly the case given that scholars outside of physical education have directed only scant attention to the ways in which inservice practitioners and higher education faculty members are recruited, trained, and socialized through their careers (Richards et al., [<reflink idref="bib32" id="ref58">32</reflink>]). The purpose of this study was to understand undergraduate kinesiology students' perceptions of and beliefs about faculty roles and careers in higher education. The research questions included: (a) how do undergraduate kinesiology students' prior and current experiences shape their understanding of faculty roles? and (b) how do these experiences influence the likelihood of pursuing an academic career?</p> <hd id="AN0178762039-2">Method</hd> <p>The current investigation, approved by the institutional review board (IRB) at the authors' institution, was designed as a phenomenological study with the goal of understanding kinesiology undergraduate students' conceptualizations of faculty roles (Patton, [<reflink idref="bib29" id="ref59">29</reflink>]). We embraced social constructivist epistemology with the goal of undercovering how participants developed and ascribed meaning to their experiences (Kamberelis & Dimitriadis, [<reflink idref="bib16" id="ref60">16</reflink>]). Our aligned, relativist ontological stance encouraged viewing reality as socially constructed and individually experienced (Guba & Lincoln, [<reflink idref="bib14" id="ref61">14</reflink>]). Based on these decisions, interviewing was used as the primary method of data collection to help participants communicate their perspectives (Patton, [<reflink idref="bib29" id="ref62">29</reflink>]). Our goal was to provide participants with a platform and space to share their perspectives and voices, with the goal of identifying and communicating common experiences or themes related to how they view faculty roles (Koro-Ljungberg et al., [<reflink idref="bib17" id="ref63">17</reflink>]). This approach is congruent with our use of occupational socialization theory because it allowed us to focus the inquiry on the ways in which undergraduate students' prior and current socialization experiences influence their understanding of what it means to fill faculty roles.</p> <hd id="AN0178762039-3">Participants and setting</hd> <p>Participants included 58 undergraduate kinesiology students (20 males, 38 females) who were enrolled in an undergraduate physical activity research methods course at a large, doctoral-granting institution in the U.S. Midwest. A total of 143 undergraduate students were registered for this face-to-face, 16-week course with two 50-minute lectures and one 75-minute lab session per week. All students met together for lecture where key concepts related to physical activity research methods, including qualitative and quantitative data collection and analysis techniques, were introduced, and then applied in smaller laboratory sections (approximately 30 students). The course was purposefully selected as a recruitment site for this study because it is one of the largest courses kinesiology undergraduate students were required to take. The course is also designed to enroll second- and third-year students, encouraging some exposure to college and faculty members prior to participating in the study.</p> <p>Author KR designed and taught the course. At the time of data collection, he was in his fifth semester leading lecture instruction with lab sections delivered by trained graduate teaching assistants. Given that this study was not conceptualized as an intervention, and that the course was instead just used as a recruitment site, no changes were made to the class to facilitate or accommodate the investigation. In line with the approved IRB protocol guiding study methodology, the author KR was not part of the recruitment or data collection processes and did not have access to the data until after they had been made anonymous. This helped to limit potential issues regarding any breaches of confidentiality while managing the protentional for coercion in the power imbalance given Author KR's role in the research team (Patton, [<reflink idref="bib29" id="ref64">29</reflink>]). All students enrolled in the course were eligible to participate, and those who completed consent forms and contributed at least partial data were included in the study. Among the 58 participants, nearly half of them were White/Caucasian (<emph>n</emph> = 31; 53.4%), followed by Asian (<emph>n</emph> = 11; 19.0%), Black/African American (<emph>n</emph> = 8; 13.8%), Hispanic (<emph>n</emph> = 4; 6.9%), and Mixed/Other (<emph>n</emph> = 4; 6.9%). In addition, a mix of different class ranks was included in the study: 1 freshman (1.7%), 32 sophomores (55.2%), 19 juniors (32.8%), and 6 seniors (10.3%).</p> <hd id="AN0178762039-4">Data gathering procedures</hd> <p>Data were collected using multiple qualitative data collection strategies, several of which were already embedded into the structure of the course and served the added benefit of meeting course objectives and promoting critical thinking (Tsangaridou & O'Sullivan, [<reflink idref="bib48" id="ref65">48</reflink>]). First, <emph>reflective writing</emph> was collected from all 58 students who participated in the study. At various points throughout the semester, the students were asked to complete formative learning activities, which were low-stakes, open-ended worksheets that asked them to reflect on the course content relative to research in general. Three of the formative learning activities administered throughout the semester asked the participants to reflect on faculty roles, what they learned about faculty work throughout the semester, and whether they could see themselves as faculty members in the future. At the end of the semester, these reflective writings were collected and included in the dataset for analysis.</p> <p>Second, to better understand the background experiences and goals of the course and their future career, all students completed an <emph>autobiographical essay</emph> (Richards, Gaudreault, et al., [<reflink idref="bib31" id="ref66">31</reflink>]). Assignment submissions were collected from 57 of the 58 students who participated in this study (98.28%). In line with the recommendations of Betourne and Richards ([<reflink idref="bib2" id="ref67">2</reflink>]), participants were asked to write a minimum of three double-spaced pages that addressed the following points: (a) why you decided to major in your particular field, including any people or experiences you viewed as important for recruitment; (b) how your perspectives on your selected major have changed since enrollment at the current university; (c) how producing or consuming research relates to your future career goals; and (d) your understanding of the roles and responsibilities of university faculty members, including but not limited to involvement in research.</p> <p>Third, all students who consented to participate in the study were invited to meet a member of the research team outside of the scheduled class time to complete a semi-structured interview at the end of the semester. Of the 58 students who contributed to the data, 25 participated (43.10%). More detailed background information for the participants who completed the interview is provided in Table 1. These interviews were conducted in a semi-structured format that provided a common interview guide while allowing the interviewer to deviate in order to address relevant topics introduced by the participants (Patton, [<reflink idref="bib29" id="ref68">29</reflink>]). All interviews were scheduled at times and in places – either in person or online – convenient for participants and lasted for 20 to 50 minutes. Common interview questions were influenced by a review of the participants' autobiographical essays and reflective writing as well as the literature related to the occupational socialization of higher education faculty members (e.g., Brunsdon & Curtner-Smith, [<reflink idref="bib6" id="ref69">6</reflink>]; Lee & Curtner-Smith, [<reflink idref="bib20" id="ref70">20</reflink>]; Richards et al., [<reflink idref="bib32" id="ref71">32</reflink>]). These questions were broad and addressed their experiences and perspectives about the faculty role more generally. Example questions included (a) "from what you have observed, what are the main responsibilities of a university faculty member?" and (b) "have you ever considered a career as a faculty member? why or why not?"</p> <p>Table 1. Interview participant demographic information.</p> <p> <ephtml> <table><thead><tr><td>Pseudonym</td><td>Sex</td><td>Race/Ethnicity</td><td>Class Rank</td><td>Career Path</td><td>Graduate School</td></tr></thead><tbody><tr><td>Ashley</td><td>Female</td><td>White/Caucasian</td><td>Sophomore</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Andrew</td><td>Male</td><td>White/Caucasian</td><td>Junior</td><td>Personal Trainer</td><td>Undecided</td></tr><tr><td>Phillip</td><td>Male</td><td>White/Caucasian</td><td>Sophomore</td><td>Attorney</td><td>Yes</td></tr><tr><td>Diane</td><td>Female</td><td>White/Caucasian</td><td>Junior</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Anne</td><td>Female</td><td>Black/African American</td><td>Sophomore</td><td>Undecided</td><td>Undecided</td></tr><tr><td>Gill</td><td>Male</td><td>White/Caucasian</td><td>Sophomore</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Duncan</td><td>Male</td><td>Asian</td><td>Sophomore</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Bonnie</td><td>Female</td><td>White/Caucasian</td><td>Sophomore</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Julia</td><td>Female</td><td>Black/African American</td><td>Junior</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Fernando</td><td>Male</td><td>Mixed/Other</td><td>Junior</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Rose</td><td>Female</td><td>Asian</td><td>Sophomore</td><td>Medical School</td><td>Yes</td></tr><tr><td>Henry</td><td>Male</td><td>White/Caucasian</td><td>Senior</td><td>Prosthetics</td><td>Yes</td></tr><tr><td>Julie</td><td>Female</td><td>White/Caucasian</td><td>Sophomore</td><td>Chiropractor</td><td>Yes</td></tr><tr><td>Michelle</td><td>Female</td><td>White/Caucasian</td><td>Junior</td><td>Athletic Trainer</td><td>No</td></tr><tr><td>Romero</td><td>Male</td><td>Mixed/Other</td><td>Junior</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Sara</td><td>Female</td><td>White/Caucasian</td><td>Senior</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Jennifer</td><td>Female</td><td>Mixed/Other</td><td>Sophomore</td><td>Nursing</td><td>Yes</td></tr><tr><td>Gloria</td><td>Female</td><td>White/Caucasian</td><td>Senior</td><td>Resort Management</td><td>Undecided</td></tr><tr><td>Linda</td><td>Female</td><td>White/Caucasian</td><td>Junior</td><td>Medical School</td><td>Yes</td></tr><tr><td>Laura</td><td>Female</td><td>Black/African American</td><td>Sophomore</td><td>Medical School</td><td>Yes</td></tr><tr><td>Betty</td><td>Female</td><td>White/Caucasian</td><td>Junior</td><td>PE Teacher/Coach</td><td>Undecided</td></tr><tr><td>Kennedy</td><td>Male</td><td>White/Caucasian</td><td>Senior</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Leonard</td><td>Male</td><td>White/Caucasian</td><td>Junior</td><td>Physical Therapy</td><td>Yes</td></tr><tr><td>Saunders</td><td>Male</td><td>White/Caucasian</td><td>Senior</td><td>Personal Trainer</td><td>Yes</td></tr><tr><td>Melissa</td><td>Female</td><td>Mixed/Other</td><td>Sophomore</td><td>Physical Therapy</td><td>Yes</td></tr></tbody></table> </ephtml> </p> <p>1 Career Path = anticipated career path after completing education, Graduate School = students anticipate enrolling in graduate studies post-baccalaureate.</p> <hd id="AN0178762039-5">Data analysis</hd> <p>Interviews, reflective writings, and autobiographical essays were analyzed using a multiphase, collaborative approach to qualitative analysis involving a combination of inductive and deductive analysis as well as the constant comparative method (Richards & Hemphill, [<reflink idref="bib34" id="ref72">34</reflink>]). The process was carried out by two members of the analysis team using occupational socialization theory as a guiding framework, which provided a deductive lens for the analysis (Patton, [<reflink idref="bib29" id="ref73">29</reflink>]). An inductive element was retained as analysts intentionally sought patterns in the data that extended or refuted the current understanding of the theory. Using constant comparison, understanding wase (re)developed over time as new data were coded and added to our conceptualization of the participants' experiences (Strauss & Corbin, [<reflink idref="bib44" id="ref74">44</reflink>]).</p> <p>The first phase of the analysis involved two members of the research team reading transcripts and open-coding initial patterns in the data. Over time and through research team meetings, these patterns were clustered together through axial coding (Richards & Hemphill, [<reflink idref="bib34" id="ref75">34</reflink>]). During these meetings, members of the research team who were not directly involved in the analysis served as peer debriefers and encouraged a deeper understanding of the data (Lincoln & Guba, [<reflink idref="bib21" id="ref76">21</reflink>]). Following three iterations of open and axial coding, the research team developed a preliminary codebook that included categories of linked codes, along with definitions to guide coding (Boyatzis, [<reflink idref="bib3" id="ref77">3</reflink>]). This codebook was pilot-tested against previously uncoded data with updates to the coding structure being made during regular research team meetings (Richards & Hemphill, [<reflink idref="bib34" id="ref78">34</reflink>]). Following three iterations of pilot testing, the research team split the dataset into two subsets, and each analyst coded through one. Regular research team meetings continued to provide time to discuss and update the codebook (Strauss & Corbin, [<reflink idref="bib44" id="ref79">44</reflink>]). Once all the data were coded, the research team met one final time to transition the codebook into the thematic structure presented herein.</p> <hd id="AN0178762039-6">Trustworthiness</hd> <p>At the onset of the study, we made a series of methodological decisions aimed at increasing rigor through a criteriological approach to trustworthiness (Lincoln & Guba, [<reflink idref="bib21" id="ref80">21</reflink>]). We maintained a shared researcher journal during the data collection and analysis phases, which helped promote transparency and track our developing knowledge of the data (Richards & Hemphill, [<reflink idref="bib34" id="ref81">34</reflink>]). Data triangulation was facilitated by including multiple sources of data such as interviews, autobiographical essays, and reflective writings. Researcher triangulation was facilitated by engaging multiple perspectives in the collection and analysis of data (Patton, [<reflink idref="bib29" id="ref82">29</reflink>]). Some team members not directly involved in the data analysis served as peer debriefers by providing topical, theoretical, and methodological guidance and feedback (Richards & Hemphill, [<reflink idref="bib34" id="ref83">34</reflink>]). Although our primary analytical goal was to develop themes to summarize participants' experiences, we were also intentional about identifying and capturing negative or disconfirming cases. These are discussed in the results as the primary themes are overviewed (Patton, [<reflink idref="bib29" id="ref84">29</reflink>]). We decided not to use member checking or intercoder reliability measures given the shortcomings and challenges associated with each. For example, member checking conflicts with some of the underpinnings of qualitative research as it implicitly seeks objective knowledge by correcting errors in researchers' interpretation. Further, it has no basis of support or evidence to show that it actually enhances trustworthiness or rigor (Smith & McGannon, [<reflink idref="bib43" id="ref85">43</reflink>]). Intercoder reliability makes an attempt to quantify a qualitative process and comes with no agreed upon guidelines for how much agreement is enough (Patton, [<reflink idref="bib29" id="ref86">29</reflink>]). Instead, we rely on the development of a strong codebook developed through a collaborative process with clear coding conventions and opportunities to pilot test before final coding (Richards & Hemphill, [<reflink idref="bib34" id="ref87">34</reflink>]).</p> <hd id="AN0178762039-7">Results</hd> <p>The results of this study indicated that, for most of the participants, faculty work was a bit of a mystery, particularly at the beginning of their undergraduate programs. While undergraduate education provided experiences that allowed students to interact with and observe faculty members, it was often at a distance and did not fully form impressions of faculty work. In line with occupational socialization theory, we view participants' biographies as important for framing their expectations and perspectives on faculty work and kinesiology more broadly. Accordingly, we begin with a pre-results section that provides participants' background information in relation to their decision to pursue degrees in kinesiology. Themes constructed to explicate the participants' experiences are then presented and include the following: (a) incomplete understanding of faculty work limits motivation to pursue faculty careers; (b) positive associations but distal relationships with faculty members; and (c) research involvement fosters an understanding of research process and faculty work. Participant quotations with pseudonyms were used to support research assertions. All quotations were from interviews unless otherwise noted.</p> <hd id="AN0178762039-8">Preliminary results: Recruitment into kinesiology</hd> <p>For most participants, socialization into kinesiology-related careers began prior to their undergraduate education. Sports and physical activity backgrounds appeared most frequently as key contributing factors in taking career pathways into kinesiology, and they chose their major to continue their involvement with human movement. The participants explained, "I have been active and involved in sports for the entirety of my life and would like to continue to be involved with people who are also active" (Bonnie, autobiographical essay) and "I am an avid gym-goer. I feel as if the kinesiology major best reflects my interests and career aspirations" (Melissa, autobiographical essay). More specifically, experiences with their own sport-related injuries helped several participants focus their passion for human movement into rehabilitation-focused professions, such as physical therapy and occupational therapy. Participants expressed how "being involved in sport made me realize I wanted to help athletes and anyone with bodily injuries or with pain get better in the future" (Carolyn, autobiographical essay) and "I had an injury sophomore year playing volleyball ... and that sparked my interest with physical therapy ... ever since then I've been sports medicine. Just driven to that" (Julia).</p> <p>Kinesiology was also identified as a degree program by many participants because they saw it to be accepted as a stepping stone toward advanced professional degrees in pre-medical and physical therapy schools. A couple of the participants stated, "honestly, I thought kinesiology would be just physical therapy. I didn't know that there were so many avenues that you can really dissect and get into within that single field" (Ashley) and "kinesiology is a great major for the pre-physical therapy track" (Jacqueline, autobiographical essay). Interestingly, and somewhat in contrast to the perspective that kinesiology led to medical school, some participants chose the major because they felt as if it would be relatively easy. Linda admitted, "the reason I considered kinesiology is because my mother suggested it because I want to go to medical school, and I knew I didn't really want to do biology or science because those were just too science-oriented for me." In sum, the kinesiology undergraduate students in the current study entered the program with a particular interest in sports and physical activities as well as pre-determined vocational pursuits toward health-related professional degrees and industries. Importantly, none of them discussed prior interactions with faculty members or identified faculty members as key socializing agents in their decisions to pursue kinesiology-related careers.</p> <hd id="AN0178762039-9">Incomplete understanding of faculty work limits motivation to pursue faculty careers</hd> <p>Once they were in their degree programs, an analysis of the qualitative data revealed that participants had very little contact with faculty members outside of the class environment. Accordingly, developed perceptions of faculty work were based on popular stereotypes including the media, "on the internet, people would be like, 'yeah, professors in college are way more chilled than high school teachers.' So that's what I thought" (Linda, interview). Diane recounted, "Before starting, I thought of [faculty members] pretty much as how they're displayed in movies and TV shows ... I hadn't really come in contact with any professor before, but I also felt like they were highly esteemed, very smart." Relative to faculty on their college campus and those they may have as instructors, the participants noted the use of peers in making judgments. Laura described conversations with others prior to attending the institution: "I had been warned, this is such a large university, you're never going to see them [professors], you're never going to talk to them, they're not going to really care about you. You're pretty much on your own." Melissa added, "I just ask people that have taken the courses before and ask about their experiences ... [I use] Rate My Professor, or something and see how other people perceive my professors."</p> <p>Furthermore, there was a disconnect between faculty roles (i.e., teaching, research, service) and students' perceptions. The faculty's work was often confined to the teaching role and remained abstract, vague, and impersonal. One participant, for example, "thought they [professors] solely taught" (Ashley), and others provided incomplete definitions stating, "professors are responsible for relaying and explaining new concepts to students" (Melissa, reflective writing). Relatedly, students entered post-secondary education with misconceptions about the research process and its role in faculty work. Although the institution at which they were studying was research-intensive, one of the participants noted, "I did not know research was even an option for students to participate in, let alone know the sheer number of opportunities to get involved on campus" (Ashley, autobiographical essay). Fernando mentioned, "I didn't know that a lot of [professors] actually took part in research at the same time that they were teaching." Additionally, some participants had misconceptions related to research and "associated it with sitting alone in a lab looking through microscopes" (Marie, reflective writing).</p> <p>In reflecting on the attractors to faculty work, several participants identified abstract and vague characteristics of the job that they viewed as desirable. Comments such as "sharing knowledge to others" (Susan, reflective writing), "conducting research" (Paula, autobiographical essay), and "helping others and teaching" (Eric, reflective writing) were common in the data. Nancy acknowledged it would be "fun to help the younger generations learn" as faculty members (reflective writing). Despite these perceived benefits, most participants did not picture themselves working as faculty members in the future. They articulated several reasons for this, including the perceived work involved. Ashley put this simply when she stated, "it [faculty] seems like demanding job" (reflective writing). Irene added, "it is a lot of work, and it seems like it would take the fun out of the work for me. I also know myself pretty well and I know that if my hypothesis was proved incorrect, I would be defeated" (reflective writing).</p> <p>For some, faculty roles were intimidating specifically because of the need to teach. Theresa said, "I don't have an innate ability to teach others and ... lack the confidence to stand at the front of a classroom or lecture hall and teach information while being unsure if students are listening or paying attention" (reflective writing). Others highlighted the amount of time and work involved in preparation for the vocation reflecting that "it seemed like ... too much work to get a PhD" (Jacqueline, reflective writing) or "too much education to pursue for me to go down that road" (Saunders, reflective writing). Several participants also articulated specific reasons for not pursuing faculty roles related to the career choice they had previously identified. Ashely explained, "I am more interested in physical therapy" (reflective writing). Others added, "I want to work with younger kids and be a physical education teacher" (Gloria, reflective writing), and "I have my future set on becoming a chiropractor" (Paul, reflective writing).</p> <hd id="AN0178762039-10">Positive associations but distal relationships with faculty through coursework</hd> <p>Participants in this study primarily engaged in and built relationships with faculty members through coursework in which they enrolled as part of their degree program. The undergraduate students reported developing generally positive impressions of kinesiology faculty members through these experiences. Leonard explained, "they're willing to listen and guide me if I need any help or anything." They generally used positive language, describing faculty members as "personable," "approachable," (Ashley), and "very helpful" (Phillip). Phillip continued,</p> <p>I have a couple of kinesiology classes where I have a lab and my instructor would be in the lab, and they always would take the time to stay afterwards, answer questions, and help with the lab. I always felt like they were truly invested in helping us understand and gain knowledge in the field of kinesiology, they just weren't there to get the class done and leave, they actually cared about what we were going to learn about.</p> <p>The participants felt as if kinesiology faculty members "have a drive to teach us" and "want us to learn more about the subject matter" (Diane). Additionally, they noted the use of teaching strategies to enhance lectures and make them more engaging: "they definitely push for participation, even in a lecture setting, whether it's asking questions to get people to raise their hands" (Henry). Laura recalled how faculty members "acknowledged me in the hall ... [which] really made me feel like I could count on her in that class." Rose described how these small interactions can have a positive impact on a student's development: "they share more of their personal lives with us, and they kind of understand our perspectives a little more."</p> <p>Despite these generally positive impressions, relatively few participants discussed developing deep relationships with individual faculty members. Diane described, "I haven't really been able to interact with professors as much as I probably could." She continued and highlighted the surface level of connection she had with her professors in class, "I come up to them at the end of lectures if I have questions about any of the subject matter, or upcoming homework and stuff." Additionally, Jennifer shared, "I don't really interact that much with the faculty members. I am pretty active in the classroom, but outside the classroom, not so much." Other factors also influenced engagement. For example, participants explained, "I don't directly talk to them" (Fernando) due to having "labs with the teaching assistant" (Gloria) which means that contact was mediated through graduate students. Linda described,</p> <p>Not much. Zero. Mostly I just interact with the TAs [teaching assistants] ... I don't have the time to go to their office hours or it's by appointment or I just don't have questions for them [faculty members]. So very, very little.</p> <p>Potential reasons for the lack of contact were discussed. Participants acknowledged that the distance between themselves and faculty members was at least in part because they did not make efforts to initiate relationship building. For example, "I don't think I've ever really talked to faculty members" (Linda) and "I don't see them after class. And when I do see them in class, I don't talk directly to them since I don't really participate" (Fernando). Kennedy added, "I would say they do all typically present themselves as being pretty accessible to the students, which is always nice. I think their door is always open, I just haven't really utilized that myself very much." He added to this and further explained that while some classes were small and required interaction with faculty members, for the most part, "class sizes aren't quite small enough to where you can really form those personal relationships." Given the size of classes, Diane described the importance of taking the initiative to drive relationship development such as "coming up to them at the end of lectures." Andrew provided a unique perspective by connecting perceived faculty members' distance to their heavy workloads in a research-intensive environment: "I know they are busy, especially because this university is a research institution. So, they're busy with other stuff going on. So, I don't necessarily blame them for not being as engaging with students."</p> <hd id="AN0178762039-11">Research involvement fosters an understanding of research process and faculty work</hd> <p>Most participants noted that they were not engaged in intentional conversations about faculty work and had limited opportunities to interact with faculty members outside of the classroom. There were, however, some participants who engaged more deeply and individually with faculty members, both in the classroom and while working in research labs. Laboratory involvement varied, but students who were involved engaged in 5–10 hours of research support where they worked as undergraduate research assistants for course credit. These students noted that such engagement helped to humanize faculty members. Diane initially felt "like you couldn't really talk to them on a personal level, but then coming here [to work in a research lab] I realize that you really can and they're not that different of people from us." They developed a more informed understanding of how research is conducted and what roles kinesiology faculty members assume in these activities. Participants noted that they had "hands-on activities with the professor" (Phillip) and "eye-opening" experiences working with graduate students who are conducting research with faculty members (Irene, autobiographical essay).</p> <p>While their responsibilities in the lab were limited to "minimal" or "shadowing" (Laura) activities under supervision from graduate students and faculty members, most participants noted that this helped understand the research processes. Sara described, "I was responsible for assisting the graduate students in the collection of data. I enjoyed having a glimpse into this process and would find it very rewarding to continue to engage in research" (reflective writing). Participants reported refining their understanding and ideas of what it meant to be faculty members, particularly at a research-intensive institution. Rose described the importance of research in faculty work in relation to its applicability to teaching students:</p> <p>Because [this institution] is a very research-heavy school, a lot of professors are called in to do research. I think because kinesiology is a very research-heavy field and major, and that's very useful in our case compared to other majors. The fact that the professors are able to do their own research and have their labs, and bring that into lectures and the topics that we're learning, it's helpful. It helps me stay engaged and also inspires me to want to ask more questions about specific topics for the future.</p> <p>Involvement in research labs provided both more contact time with faculty members and deeper insight into faculty work. This helped the participants adjust and reformulate the elements of their subjective theories by considering what they had learned. Rebecca, for example, explained, "I thought that [faculty members] just did research in their labs and mentor students in the university, but it is much more than that" (reflective writing). Other participants added that through "experiences and observations" (Linda, reflective writing) they were able to understand that faculty members were "not just there to teach" (Saunders), which helped them develop more accurate conceptualization. After working in a faculty member's research lab, Parker acknowledged that he was better able to explain why someone would want to be a faculty member and listed advantages such as "sharing knowledge, job security, flexibility, independence, professionalism" (reflective writing). Brooks was able to add that, while she initially did not have a deep understanding of faculty work, working in a lab helped her see that "people may pursue careers as faculty members due to a passion for an area of study or for teaching students and working with young adults. They may also be interested in advancing research and advancing their professional careers" (reflective writing).</p> <p>Although the participants acknowledged the benefits of being involved in research during their undergraduate education, many viewed the lab experience as a "resume builder" (Laura) rather than a stepping stone toward a research career. Julia explained, "I just joined [the research lab] because I wanted research on my resume." Others discussed seeing themselves as utilizers of research within their future careers. They believed that research knowledge would help them critically read, examine, and apply health-related research outcomes to their future work. Gloria, who was majoring in physical education explained, "it's important to know the current research to be informed of the best way to educate kids in motor development, teamwork, and movement patterns. Staying up to date on the current research is vital to being an effective teacher" (autobiographical essay). Those who pursued healthcare industry such, as physical therapy and occupational therapy, voiced the need for career-long effort in "reviewing and drawing conclusions on the research" (Susan, autobiographical essay) to "deliver high-quality care to patients" (Christine, reflective writing) and to discern the factuality of both articles and posts in the age of information overload where "social media and the internet have such a large influence on people" (Kenneth, autobiographical essay).</p> <hd id="AN0178762039-12">Discussion</hd> <p>Grounded in occupational socialization theory (Russell et al., [<reflink idref="bib40" id="ref88">40</reflink>]; Templin & Schempp, [<reflink idref="bib46" id="ref89">46</reflink>]), the purpose of this study was to understand undergraduate kinesiology students' perceptions of and beliefs about faculty roles and careers in higher education. Consistent with previous research (Richards et al., [<reflink idref="bib7" id="ref90">7</reflink>]), common attractors to careers in kinesiology included continuation of engagement in sports, prior athletic injury experiences, and the influence of key socializing agents. Kinesiology faculty members, on the other hand, were not viewed as key agents of socialization related to the choice of kinesiology as a major or participants' future career intentions. Once enrolled in the kinesiology degree program, participants described positive impressions of faculty members but also acknowledged that they only knew faculty members from a distance and primarily as instructors of classes they had taken. Limited contact perpetuated misunderstandings of faculty roles developed through acculturation and influenced the extent to which participants could see themselves in academia. Among some participants, being involved in research laboratories led by faculty members not only helped to better understand the research process but also the work roles of kinesiology faculty members.</p> <p>The findings of this study both relate to and extend the occupational socialization theory (Russell et al., [<reflink idref="bib40" id="ref91">40</reflink>]; Templin & Schempp, [<reflink idref="bib46" id="ref92">46</reflink>]). This investigation represents the first in kinesiology to scrutinize how undergraduate education functions as an apprenticeship of observation (Lortie, [<reflink idref="bib22" id="ref93">22</reflink>]) for faculty roles. Scholars have long considered one's time engaging in formative physical education and youth sports as important for their recruitment into the faculty roles (Curtner-Smith, [<reflink idref="bib7" id="ref94">7</reflink>]; Schempp, [<reflink idref="bib41" id="ref95">41</reflink>]). Although the importance of this anticipatory socialization in the development of prospective faculty members' subjective theories (Grotjahn, [<reflink idref="bib13" id="ref96">13</reflink>]) has been discussed in previous research (Lee & Curtner-Smith, [<reflink idref="bib20" id="ref97">20</reflink>]; Richards et al., [<reflink idref="bib36" id="ref98">36</reflink>]), the present investigation is the first to explore it empirically. The results highlight that the kinesiology undergraduate students had limited or incomplete understanding of what it means to be a faculty member and that none had aspirations of becoming faculty members in the future. For many, undergraduate education has failed to expand meaningfully upon these conceptualizations. In the adapted physical education teacher socialization literature, this has been referred to as an incomplete apprenticeship of observation and has implications for how, when, and why individuals decide to enter the profession (Wilson & Richards, [<reflink idref="bib51" id="ref99">51</reflink>]).</p> <p>Given that participants did not have first-hand experience with faculty members prior to beginning their degree programs, their conceptualizations of the profession were largely stereotypical and driven by stereotypes perpetuated through popular culture. While most of the representations used by the participants painted faculty members in a positive light as relaxed, laid-back, and intelligent, relying on cultural stereotypes has substantive implications for how prospective recruits come to see a field of study (Walton-Fisette et al., [<reflink idref="bib50" id="ref100">50</reflink>]). In this study, the popular stereotype that one must be very intelligent likely deterred some students from exploring their faculty careers. Accordingly, kinesiology program leaders may consider taking more intentional approaches to connect faculty members with future students and candidates. Such strategic connections have been emphasized in the literature as a mechanism for recruitment (Rizzo et al., [<reflink idref="bib39" id="ref101">39</reflink>]; Woods et al., [<reflink idref="bib53" id="ref102">53</reflink>]). These recruitment opportunities can double as time for faculty members to introduce themselves, provide insight into their work lives, and discuss what is required for them to become faculty members. Such activities can be continued in undergraduate programs with faculty careers being discussed alongside other career pathways in kinesiology. Embedding intentional discussions regarding the faculty roles and careers to introductory kinesiology courses that lead into graduate or doctoral student recruitment events may also be helpful in (re)shaping students' understanding of graduate school, higher education, and faculty careers. Engagement in such activities paves the way for a more active approach for recruiting future faculty members, even though many prospective future faculty members in kinesiology-aligned field will work in their respective fields before transitioning into higher education (Kurtzman et al., [<reflink idref="bib18" id="ref103">18</reflink>]). Opening the door during undergraduate coursework could help plant seeds for future interest in faculty work that sprout later. This contrasts with more passive recruitment approaches that rely on individuals to self-identify or faculty members to make an invitation to those who are subjectively evaluated as embodying the characteristics that will make for a successful faculty member (Patton & Parker, [<reflink idref="bib28" id="ref104">28</reflink>]; Richards & Templin, [<reflink idref="bib38" id="ref105">38</reflink>]).</p> <p>Even after entering undergraduate kinesiology programs, the participants collectively perceived their relationships with faculty members to be distant. These limited interactions confined to teaching-learning environments have contributed to some misconceptions related to faculty work. Akin to how high school students exhibit a limited grasp of the technical (e.g., lesson planning, assessment) and sociopolitical aspects of what PE teachers take on at schools (Stroot & Ko, [<reflink idref="bib45" id="ref106">45</reflink>]), this incomplete apprenticeship of observation may lead to greater misunderstandings that drive certain students toward faculty careers and others away from it without fully understanding what that work actually entails. The implications of this go beyond faculty recruitment and have broader implications for how faculty members are viewed and public trust in science more generally. Such concerns have been voiced over generations in relation to the relationship between science and the public (e.g., Alfred & Weissman, [<reflink idref="bib1" id="ref107">1</reflink>]). Higher education faculty members are well-positioned to address this challenge. Similar to what has been advocated relative to the public perception of physical education (Richards & Hemphill, [<reflink idref="bib33" id="ref108">33</reflink>]), when college students have positive experiences with faculty members and perceive them as important partners in learning, such students are more likely to grow into adults who value and support faculty members and higher education more generally (Thomas, [<reflink idref="bib47" id="ref109">47</reflink>]). The opposite is likely true for those who have negative experiences or feel distanced from faculty members.</p> <p>At the same time, a few students in this study recognized that varied and diverse faculty roles could make individual relationship development difficult for faculty members. For this reason, they explained that if they wanted to build relationships with faculty members, they would need to reach out first, similarly to how Lux ([<reflink idref="bib23" id="ref110">23</reflink>]) suggested that physical educators be the ones to "extend the olive branch" in building relationships with those around them. This perception on behalf of the students is associated with faculty workload expectations, role priorities, class sizes, and other duties (e.g., service and committee obligations) that affect primary roles. Faculty work can be stressful, and tensions can exist among the teaching, research, and service responsibilities common to most U.S. institutions of higher education (Brew et al., [<reflink idref="bib5" id="ref111">5</reflink>]; Rizzo et al., [<reflink idref="bib39" id="ref112">39</reflink>]). While the expectations placed on faculty members have increased along with reported stress, there are differences across different types of institutions and programs within kinesiology (Gardiner-Walsh et al., [<reflink idref="bib10" id="ref113">10</reflink>]). The participants in this study were attending a large, public research institution that was classified as a doctoral institution with very-high-research-activity (Indiana University Center for Postsecondary Research, [<reflink idref="bib15" id="ref114">15</reflink>]). Accordingly, the faculty members that the participants referred to had higher research expectations while teaching fewer classes than would be the case at other types of institutions, which likely shapes their ability and inclination to interact with students (Padilla & Thompson, [<reflink idref="bib27" id="ref115">27</reflink>]).</p> <p>It is possible, therefore, that students attending more teaching-focused institutions who can spend more time and build deeper relationships with faculty members may develop more complete subjective theories (Grotjahn, [<reflink idref="bib13" id="ref116">13</reflink>]) relative to the faculty roles. Understanding the differences in students' experiences across institution types and programs within kinesiology represents an important direction for future research. While students at more teaching-focused institutions may have more time to connect with faculty members, these connections may be more limited to the teaching role given the faculty members' workload expectations (Gardiner-Walsh et al., [<reflink idref="bib10" id="ref117">10</reflink>]) and more limited opportunities to engage in undergraduate research. This is relevant to mention provided that the students in this study valued undergraduate research experience. This was not only because it allowed them to understand and connect with faculty members in important ways, but also because it provided them with an appreciation for research and experience that they viewed as relevant to their future careers even if they did not aspire to engage in faculty work. Again, this suggests avenues for future scholarship related to the role of undergraduate research experience in students' education and career trajectories, both inside and outside of academia.</p> <p>The study arguably made a first attempt to explore undergraduate students' voices and experiences to understand their socialization into a kinesiology professoriate but is not without limitations. First, as a cross-sectional study, the data largely represent retrospective accounts from study participants who were asked about their past socialization experiences. This negates the ability to understand how subjective theories develop and change over time in response to socialization experiences (Richards et al., [<reflink idref="bib37" id="ref118">37</reflink>]). Accordingly, future studies should focus more on investigating the real-time socialization experiences of high school students who are on the verge of selecting their college major and how they perceive their faculty members in kinesiology. Furthermore, it is noteworthy participants in this study generally did not express an interest in pursuing faculty careers in higher education. Future research will benefit from identifying and understanding the experiences of those who do aspire to work in academia so as to better understand how such career goals are developed and cultivated. Particularly, considering there are multiple layers and pathways to becoming a kinesiology professor, future study is warranted to examine the experiences of those who may not have contact with university faculty but have experiences with other professions requiring extensive education (e.g., physician, physical therapist) that are promoted widely (Thomas, [<reflink idref="bib47" id="ref119">47</reflink>]). More proactive approaches to recruitment that seek to better explicate faculty roles and develop understandings and pathways for undergraduate kinesiology students should also be studied as ways to shape socialization experiences. Lastly, the study specifically looked at the kinesiology major students who attended an R1 university in the U.S. Midwest. As noted previously, findings are likely to vary across institution types, particularly where teaching or service is more central or valued by the communities. Regional differences within the U.S. should also be considered, as should the perspectives of students attending institutions internationally.</p> <hd id="AN0178762039-13">Conclusions</hd> <p>This study marks a pivotal undertaking in understanding the acculturation and recruitment of undergraduate kinesiology majors, who will likely represent potential future kinesiology faculty members. While not all students in undergraduate kinesiology programs will be interested in faculty careers, the findings from this study highlight the limitations of not having intentional conversations about faculty work in higher education. Specifically, without intentionally shaping students' subjective theories (Grotjahn, [<reflink idref="bib13" id="ref120">13</reflink>]) relative to faculty roles, preexisting conceptions driven by popular culture and stereotypes will likely continue to frame fixed and incomplete understandings. This has implications for both those who seek faculty work and those who do not believe they are well-suited for the role. Beyond recruitment, developing positive and accurate impressions of faculty members and their work is important for public perceptions in relation to kinesiology, higher education, and the institution of science more broadly (Thomas, [<reflink idref="bib47" id="ref121">47</reflink>]). Building public trust is, therefore, connected to building positive and meaningful relationships between faculty members and students. Future research, including recommendations made throughout the preceding discussion, should be conducted to further unpack and understand how faculty members' anticipatory socialization frames their recruitment, education, and ultimately, their professional values and beliefs.</p> <hd id="AN0178762039-14">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0178762039-15"> <title> References </title> <blist> <bibl id="bib1" idref="ref107" type="bt">1</bibl> <bibtext> Alfred, R. L., & Weissman, J. (1987). Higher education and the public trust: Improving stature in colleges and universities. ASHE-ERIC higher education report no. 6. Association for the Study of Higher Education.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref67" type="bt">2</bibl> <bibtext> Betourne, J., & Richards, K. A. R. 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  Data: Apprenticeship of Observation in Kinesiology: Undergraduates' Perceptions of Faculty Roles
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Youngjoon+Kim%22">Youngjoon Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7260-0537">0000-0002-7260-0537</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Kinder%22">Christopher Kinder</searchLink><br /><searchLink fieldCode="AR" term="%22Gabrielle+Strittmater%22">Gabrielle Strittmater</searchLink><br /><searchLink fieldCode="AR" term="%22Kevin+Andrew+Richards%22">Kevin Andrew Richards</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3045-6001">0000-0003-3045-6001</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Quest%22"><i>Quest</i></searchLink>. 2024 76(3):308-326.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
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  Label: Publication Date
  Group: Date
  Data: 2024
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kinesiology%22">Kinesiology</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Observational+Learning%22">Observational Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
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  Data: 10.1080/00336297.2024.2329906
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  Data: 0033-6297<br />1543-2750
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  Label: Abstract
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  Data: While kinesiology scholars have focused on how future faculty members are socialized, recruited into, and prepared for academia, limited attention has been given to the apprenticeship of observation for faculty roles when college students first develop impressions and initial understandings of faculty work. This qualitative study aimed to understand undergraduate kinesiology students' perceptions and beliefs about faculty roles and careers in higher education. Data were collected from 58 undergraduate kinesiology students at a large doctoral-granting institution in the Midwest region of the U.S. The findings were communicated through three themes: (a) incomplete understanding of faculty work limits motivation to pursue faculty careers; (b) positive associations but distal relationships with faculty through coursework; and (c) research involvement fosters an understanding of research process and faculty work. This study has implications not only for the recruitment and socialization of future faculty, but also for building public trust in kinesiology and higher education.
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  Data: 2024
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        StartPage: 308
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      – SubjectFull: Kinesiology
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Role
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      – SubjectFull: Observational Learning
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      – SubjectFull: Physical Education
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      – SubjectFull: Socialization
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      – SubjectFull: Illinois
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            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Quest
              Type: main
ResultId 1