Abstract
Limited diversity among OT students and practitioners has been identified as a problem for the future of the profession. This study reports results of a survey of perceptions of diversity and inclusion among OT students. Findings indicate that students who represent diversity may trust program policies and practices significantly less than nondiverse students. Programs should work to improve inclusion and engagement among all students.
Primary Author and Speaker: Carole Dennis
Additional Authors and Speakers: Amber Edwards, Mara Erb, Katherine Głuszek, Elizabeth McIlroy, Mollie Marko
Diversity in health professions is associated with better care for clients, particularly for those in underserved groups. In addition diversity can improve professional creativity and problem solving. A number of recent actions by AOTA (Vision 2025; Strategic Goals and Objectives, 2018) reflect the importance of diversity and inclusion in occupational therapy. However, of students enrolled in master’s and doctoral programs, over 80% were white and 90% were female (Harvison, 2018). One hypothesis for the lack of diversity in healthcare professions posits that programs may not be inclusive and supportive of diversity, negatively affecting retention. Studies that have examined perceptions of occupational therapy practitioners and students who represent diversity indicate that feelings of isolation, exclusion, marginalization, and stigmatization are common. However, much ofthe research was not conducted in the US, and was qualitative in nature.
The purpose of this descriptive study was to provide quantitative data on perceptions of diversity and inclusion among occupational therapy students in the US. The research addressed the following question: Are perceptions of inclusion and engagement significantly different among students who represent aspects of diversity compared to non-diverse students?
Students in master’s programs who were in their final year of study were surveyed. Twenty accredited programs were randomly selected from four US geographic regions. Program directors who agreed to participate shared a link to an on-line survey with students who fit the inclusion criteria (18 years of age or older, in the final year of the master’s program in occupational therapy). Students provided information related to their diversity status (race/ethnicity, disability, gender, LGBT status, and social status). We used the Diversity Engagement Survey (DES, Person et al, 2015), which examines institutional culture and climate through the lens of diversity and inclusion, with permission from the authors.
Independent T-tests with Bonferroni correction were used to compare responses from 173 students;78 represented at least one area of diversity. The estimated response rate was slightly below 20%, based upon program director’s reports of the numbers of students in each program.
Respondents who represented diversity had lower average mean scores on the DES than students who were not diverse, however the difference was not significant. However, analysis of eight individual factors of the DES that may influence diversity and engagement found a significant difference on the factor of trust (p=.01), indicating that students representing diversity do not have the same degree of confidence in policies and practices at their institution as their non-diverse classmates. The factor of cultural competence approached significance (p=.07), suggesting that diverse students may believe their program does not fully support opportunities to work positively with people of diverse cultures. Separate analysis of specific diversity groups found that trust was significantly lower among students with a disability, and among students of lower subjective social status.
This research suggests that occupational therapy programs should examine their practices and policies to be inclusive of diverse students. Faculty and staff may benefit from training in diversity and inclusion, to provide programs that support and engage all students. Future research may examine characteristics of students who leave educational programs, to determine whether diversity may contribute to a lack of retention, as was suggested in a study in the United Kingdom (Watson, 2013).
American Occupational Therapy Association (2017). AOTA 2018–2020 Strategic Plan. Retrieved from https://www.aota.org/∼/media/Corporate/Files/AboutAOTA/Governance/AOTA-Strategic-Goals-and-Objectives-2018-2020.pdf
American Occupational Therapy Association (2018). AOTA board expands vision 2025. Retrieved from: https://www.aota.org/Publications-News/AOTANews/2018/AOTA-Board-Expands-Vision-2025.aspx
Harvison, N. (2018). Academic programs annual data report. American Occupational Therapy Association. Bethesda, MD. Retrieved from https://www.aota.org/∼/media/Corporate/Files/EducationCareers/Educators/2017-2018-Annual-Data-Report.pdf
Watson, J. (2013) Progression routes and attainment in occupational therapy education: the impact of background characteristics. British Journal of Occupational Therapy, 76, 520-527. doi:10.4276/030802213X13861576675169