• Moving forward: The student experience & "sophisticated insights" to true progress - November 2020
• Changing the Black landscape of the PT profession - October 2020
• Director of clinical education (DCE),  site coordinator of clinical education (SCCE) & clinical instructor (CI) reflections on the Black DPT student clinical education experience - October 2020
• How racism and social injustice reverberates in the Black Physical Therapy Education Community - July 2020

Exploring a culture of fairness, respect & anti-racism in health professions education - from the National Academies’ Global Forum on Innovation in Health Professions Education June 2022

Published academic articles

• Beyond a statement of support: Changing the culture of equity, diversity, and inclusion in PT - Sept 2021
• How interprofessional collaborative practice can help dismantle systemic racism - July 2020
• Faculty and programmatic influences on the percentage of graduates of color from professional DPT programs in the USA - June 2020
• Racism and health: Evidence & needed research - January 2019
• Purposeful recruitment strategies to increase diversity in physical therapist education - September 2018
• Structural racism and health inequities in the USA: Evidence & interventions - April 2017

Other articles

• A PT reflects on opening a clinic in an underserved neighborhood - June 2021
• Everyday tips for equity-minded scholars
• 10 signs of institutionalized racism
• “You don’t look like a professor”
• Inclusive excellence, now and forever: How predominately white institutions of higher education can keep their promise to students of color

• Anti-racism resources - from UCSF Department of Physical Therapy and Rehabilitation Science
• World Confederation for Physical Therapy (WCPT) Policy Statement: Diversity & Inclusion
• Lynda D. Woodruff lecture on diversity, equity and inclusion in physical therapy - July 2020 from the Physical Therapy Learning Institute
• American Association of Colleges & Universities (AACU) 2021 conference included a track on: Equity & student success

• APTA's Diversity, Equity & Inclusion
• Message from Sharon Dunn on racism & systematic inequality in America - May 2020
• Health disparities brought to the forefront as COVID-19 spreads: What the PT profession can do - April 2020
• Fostering allyship in DEI, Part 1 and Part 2 - June 2020
• Diversity in the Profession: It's up to us - Nov 2017

• Still climbing the hill: Intersectional reflections on Brown & beyond - from American Educational Research Association (AERA) October 2021
• Talking about race - from the National Museum of African American History & Culture
• Watch this powerful video that beautifully summarizes the importance of D, E, and I.
• The Chronicle of Higher Education's Race on Campus
• American Public Health Association's Racism & Health & Health Equity
• Virtual anti-Asian racism events from Eventbrite 

• American Academy of Physical Therapists (AAPT)
• National Association of Black Physical Therapists, Inc. (NABPT)

• Statement on Racism & Systemic Inequality in PT Education - June 2020
• Under-represented minority (URM) definition - ACAPT members approved in Oct 2013
• ACAPT's Diversity Task Force final report - 2016
• ACAPT endorsement of the environmental physiotherapy (EPT) agenda, which has an impact on diversity - October 2020

JoPTE articles about holistic admissions

• Holistic review in Doctor of Physical Therapy admissions can lead to enhanced diversity in admitted students (2021)


• Admissions holistic review of socioeconomic factors fosters diversity in a Doctor of Physical Therapy program (2021)


• Defining underrepresented minorities (URM) and promoting holistic review admission strategies in physical therapist education (2017)

Prerequisite courses approved by ACAPT members in 2012.  These common core prerequisites were created to provide more flexibility and to encourage more access to DPT schools for underrepresented minority (URM) students.

ACAPT also encourages institutions to acknowledge applicant efforts and mastery of course content by not penalizing applicants in the admissions process who have repeated courses and accepting an applicant’s highest grade achieved for a given course.