Abstract
This mixed-methods study explored the perspectives of current OT students from under-represented groups and OT faculty and staff. Surveys and interviews were used to gather data on OT students' experiences during the OT admissions process within their OT program and OT faculty and staff perspectives on inclusion in their OT program. Results highlight supports and barriers to inclusion and support various efforts to increase representation of students from under-represented groups within OT education.
Primary Author and Speaker: Arielle Ramirez
Contributing Authors: Anne Kiraly-Alvarez
AOTA's Vision 2025 statement states that occupational therapy strives to be an inclusive profession that embraces diversity in all its forms (AOTA, 2018). However, in a recent AOTA annual report (2019), only 3% of OT students in doctoral programs self-identified as Hispanic, and 4% self-identified as Black or African American. There is also little to no research on OT practitioners or students who self-identify from other underrepresented groups such as members of LGBTQA+, non-Christian, having a disability, lower SES, non-U.S. citizens, or first generation college students. Therefore, the purpose of this study was to identify the supports and barriers to enhanced inclusion within OT education by exploring the experiences of current underrepresented OT students throughout the admissions process and their OT programs and the perspectives of OT faculty/staff on inclusion in their OT programs. A convergent mixed methods design was used. Participants were recruited via purposeful, convenient, and snowball sampling. Emails with electronic flyers and links to an anonymous electronic survey were sent to all U.S. entry-level master's and doctoral OT programs, posted on national and local professional discussion forums, and shared on social media platforms. Data were collected using an anonymous electronic survey via REDCap and semi-structured interviews conducted over the phone, Skype/Zoom, or face to face. 131 students and 35 faculty/staff completed electronic surveys (n = 166). 20 students and 11 faculty completed interviews (n = 31). Descriptive statistics were utilized to analyze the quantitative data from the survey responses and thematic analysis was used to analyze the qualitative responses from the surveys and the interviews. From the survey data, 69% of students from underrepresented groups reported having limited knowledge or guidance on how to apply to OT school, and 60% of students reported lack of financial resources as challenges experienced during their admissions process. Although 71% of faculty participants reported their program had established inclusion policies, 36% of students reported that they felt included in their OT program only half the time, 40% of students felt left out when working in groups, and 48% of students avoided disclosing part of their identity due to fear of negative consequences or feeling less included. From the qualitative data, 6 different themes emerged: the OT admissions process is expensive and strenuous; the lack of OT awareness limits exploration of OT as a potential career; OT programs have good intentions to promote inclusion, however, oftentimes efforts may be counterproductive; the inability to relate to peers/faculty limits sense of belonging; systemic and institutional barriers limit inclusion in general OT education; and increased representation of students from underrepresented groups may result in a multitude of benefits for OT education and the profession. Findings indicate that despite numerous inclusion efforts, students from underrepresented groups continue to experience several barriers that impact inclusion in OT education including systemic barriers, lack of financial resources, limited OT knowledge or exposure, and underrepresentation. However, there are several supports that may enhance inclusion including: social supports, pre-OT preparation programs, a value-based admissions process, political involvement, diversity and inclusion committees, mentorship, and scholarships. The results signify OT's obligation to enhance representation of underrepresented groups within OT education based on the OT core values of inclusivity, equity, and occupational justice.
Bolding, D. J., Rodriguez, V., Nguyen, H., & Drabble, L. A. (2020). Survey of occupational therapy students' attitudes, knowledge and preparedness for treating LGBT clients. Journal of Occupational Therapy Education, 4(2). https://doi.org/10.26681/jote.2020.040203
Elliott, C. M., Stransky, O., Negron, R., Bowlby, M., Lickiss, J., Dutt, D., . . . Barbosa, P. (2013). Institutional barriers to diversity change work in higher education. SAGE Open, 3(2), 215824401348968. https://doi.org/10.1177/2158244013489686
Taff, S. D., & Blash, D. (2017). Diversity and inclusion in occupational therapy: Where we are, where we must go. Occupational Therapy in Healthcare, 31(1), 72-83. https://doi.org/10.1080/07380577.2016.1270479
Kirsh, B., Trentham, B., & Cole, S. (2006). Diversity in occupational therapy: Experiences of consumers who identify themselves as minority group members. Australian Occupational Therapy Journal, 53(4), 302-313. https://doi.org/10.1111/j.1440-1630.2006.00576.x