Exploring Perceived Mattering in Physical Education Teacher Education Doctoral Students

Background: Physical Education Teacher Education (PETE) doctoral programs lay the foundation for training PETE doctoral students to become PETE faculty members. Limited knowledge is available on how PETE doctoral students experience and navigate their educational doctoral programs. Purpose: This study explored PETE doctoral students' perceptions of mattering within their doctoral programs. Methods: Data were collected through an online questionnaire and semistructured interviews with 16 doctoral students nationwide. Findings: Qualitative data analysis revealed four distinct themes: (a) faculty members can induce feelings of mattering, (b) importance grows over time, (c) peer support matters, and (d) gender and race influence perceptions of mattering. Discussion: As time passes, doctoral students' feelings of importance grow as they take on more responsibilities. The level of support provided by faculty members and peers can strongly impact doctoral students' perceptions of mattering. Celebrating achievements with peers can serve as a way for students to extend their self-worth. Females and historically marginalized groups may experience increased feelings of self-doubt and marginalization. Conclusion: Intentionally cultivating perceptions of mattering and acknowledging the diverse backgrounds of each student can improve the quality of a doctoral program.