Date Presented 04/22/2023
Students of color have long experienced microaggressions from White professors in their higher academic programs, yet research exploring this topic in OT programs is limited. This qualitative study explored the perceptions of microaggressions experienced by five OT students of color taught by predominantly White female professors. It is hoped that the voices of these five participants will continue the conversation about diversity, equity, and inclusion in OT programs across the United States.
Primary Author and Speaker: Sara Frommer
Additional Authors and Speakers: Jacquelyn Pierre, Geena Santomo, Corrine Pineda, Jackeline Artiles, Laurie Knis-Matthews
PURPOSE: Given the history of racial injustice in the US and recent attention surrounding racially-motivated events, AOTA issued a statement committing to increase diversity, equity, and inclusion (DEI) within all aspects of the profession, including education. As of 2021, the US population is 60.1% white and 39.9% persons of color (US Census Bureau, 2021). In contrast, over 80% of OT educators in the US identify as white, non-Hispanic, females and about 20% of OT students identify as a person of color (AOTA, 2020). Students of color (SOC) have long experienced microaggressions from white professors in their higher academic programs (Wong & Jones, 2018), yet there is limited research exploring this topic within OT programs (Lucas, 2018). Microaggressions can be commonplace verbal or behavioral, intentional or unintentional, insults that communicate derogatory racial slurs toward people of color. SOC must have a voice to create a deeper understanding of their experiences with microaggressions and shed light on ways to create a more inclusive academic experience. This study was guided by the research question: What are the perceptions of microaggressions experienced by OT students of color who are taught by predominantly white female professors?
DESIGN: Due to the minimal exploration of this topic, a qualitative research design was used to understand the lived experiences of OT students of color. Upon IRB approval, five participants were recruited from CommunOT and the COTAD FaceBook Group who were either currently enrolled or recently graduated from an OT Masters or Doctoral program in the US and experienced microaggressions from white professors. Participants attended OT programs from various regions in the US and identified as Chinese, Black American, Hispanic, and African American females.
METHOD: Semi-structured interviews were completed via a password-protected Zoom link for 3-5 hours total with each participant. Five researchers carried out this study and each of the 5 participants were paired exclusively with 1 researcher. Interviews explored their perceptions of microaggressions using open-ended questions, including a grand tour question followed by probing questions to obtain detailed information. Video and audio footage were recorded, transcribed, and analyzed following each interview. Analytic memos were written and bins were developed to form specific categories and used to create theme statements. Researchers established trustworthiness through participant checking, peer debriefing, and peer support groups.
RESULTS: All students reported being 1 of the only, or the only, SOC in their program and all experienced microaggressions from their white professors. Four main themes emerged: 1) Despite experiencing numerous microaggressions, it is challenging for me to provide a concise definition; 2) Microaggressions have both immediate and long term consequences on my mental health and role as an OT student; 3) I attempted to increase DEI at my school, but felt unsupported by my professors; 4) While microaggressions are present in my OT program, I have some ideas of what faculty members can do.
CONCLUSION: It is hoped that the voices of these 5 participants will continue the conversation about DEI in OT programs across the US. It is crucial for OT faculty to develop stronger alliances with SOC to create safe spaces for open communication, revise curriculum and policies to be inclusive, and incorporate opportunities to hear and learn from culturally diverse individuals. Providing appropriate support to SOC requires knowledge about their needs, concerns, and cultural competence. Further research is necessary to explore the breadth of experiences of SOC while in their OT programs, as this study only scratches the surface.
References
American Occupational Therapy Association. (2020). 2019 workforce & salary survey.
Lucas, C. (2018). Occupational therapy professionals of color: Perceptions of the academic experience. American Journal of Occupational Therapy, 72(4_Supplement_1):7211505099. https://doi.org/10.5014/ajot.2018.72S1-PO3014
U.S. Census Bureau. (2021). U.S. census bureau quick facts: Race and hispanic origin. Retrieved from https://www.census.gov/quickfacts/fact/table/US/PST045221
Wong, R., & Jones, T. (2018). Students’ experiences of microaggressions in an urban MSW program. Journal of Social Work Education, 54(4), 679–695. https://doi.org/10.1080/10437797.2018.1486253
