Date of Award

August 2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Bonni Gourneau

Abstract

This research examined the readiness of physical therapists (PTs) and student physical therapists (SPTs) to provide inclusive and affirming care to sexual and gender minority (LGBTQ+) populations, with particular attention to states with substantial rural populations. Guided by the Sexual and Gender Minority Health Disparities (SGMHD) Framework, the study investigated three core constructs related to LGBTQ+ clinical competence: Basic Knowledge, Attitudinal Awareness, and Clinical Preparedness. A quantitative, cross-sectional survey design was utilized, including demographic characteristics, indicators of rurality, LGBTQ+-related educational exposure, political affiliation, generational cohort, and the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS). A total of 207 PTs and SPTs met inclusion criteria and were included in the final analyses. Findings suggested that LGBTQ+ clinical competence among PTs and SPTs was influenced more by educational exposure and sociocultural factors than by geographic location. Educational exposure emerged as the strongest and most consistent factor associated with LGBTQ+ clinical preparedness, attitudinal awareness, and basic knowledge. These findings support continued integration of LGBTQ+-related content within physical therapy education and professional development to promote culturally responsive and inclusive care for sexual and gender minority populations.

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