Date Presented 04/03/2025
This qualitative study identifies key barriers and facilitators to belonging among OT students and faculty using the Ecology of Human Performance (EHP) framework. Addressing these can enhance engagement and motivation, fostering a supportive and inclusive educational environment.
Primary Author and Speaker: Sabina Khan
Additional Authors and Speakers: Jacqueline Achon, Elizabeth DeLuca-Berg, Khalil Anton Mrabe, Kersten Laughlin
PURPOSE: This study aimed to identify the barriers and facilitators to a sense of belonging among students and faculty in an occupational therapy department. The research addresses an important issue in occupational therapy education by highlighting the factors that impact engagement and motivation, which are crucial for academic success and professional development.
DESIGN: A qualitative descriptive study design was used. Sixty-one participants, including both students and faculty members, were recruited via purposeful sampling to ensure diverse perspectives. Data were collected through semi-structured interviews and focus group discussions.
METHOD: The Ecology of Human Performance framework guided the development of interview questions. Data were analyzed using thematic analysis to identify recurring themes and patterns related to the sense of belonging in the educational environment.
RESULTS: Five themes emerged for students: personal challenges and emotional stressors, triggers in the learning environment, peer support and cohort dynamics, faculty support and engagement, and cultural sensitivity and representation. For faculty, three themes were identified: leadership and team cohesion, membership in social groups and committees, and physical environment and proximity to students.
CONCLUSION: The findings suggest that increasing opportunities for social interactions and addressing barriers such as cultural under-representation and lack of proximity to students can foster a sense of belonging in occupational therapy educational settings.
IMPACT STATEMENT: This study highlights critical areas for intervention to improve engagement and motivation among OT students and faculty, potentially enhancing educational outcomes and professional development.
References
Allen, K.-A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102. https://doi.org/10.1080/00049530.2021.1883409
Dunn, W., Brown, C., & McGuigan, A. (1994). The Ecology of Human Performance: A Framework for Considering the Effect of Context. The American Journal of Occupational Therapy, 48(7), 595–607. https://doi.org/10.5014/ajot.48.7.595
Gopalan, M., & Brady, S. T. (2020). College Students’ Sense of Belonging: A National Perspective. Educational Researcher, 49(2), 134–137. https://doi.org/10.3102/0013189X19897622
Lewis, K. L., Stout, J. G., Pollock, S. J., Finkelstein, N. D., & Ito, T. A. (2016). Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics. Physical Review Physics Education Research, 12(2), 020110. https://doi.org/10.1103/PhysRevPhysEducRes.12.020110
