Exploring Supports and Barriers to Inclusion in Occupational Therapy Education

Abstract

The recent innumerable social and racial injustices and healthcare disparities experienced globally have catapulted diversity and inclusion discussions to the forefront. The purpose of this study was to identify the supports and barriers to inclusion in occupational therapy (OT) education from the experiences of OT students from historically marginalized groups and the perspectives of OT faculty/staff. The authors used a convergent mixed methods design for the study, which consisted of an online survey and semi-structured interviews. 131 students and 35 faculty/staff completed the survey, while 20 students and 11 faculty completed interviews. Five themes emerged from the data: 1) Barriers and facilitators exist while exploring OT as a potential career; 2) There are pros and cons to the OT admissions process for students from historically marginalized groups; 3) Students from historically marginalized groups experience varying degrees of exclusion and a limited sense of belonging within their OT programs; 4) Many OT programs have good intentions to promote diversity and inclusion through various efforts; and 5) Some OT program efforts may be counterproductive, and more actions must be taken to further promote inclusion and address barriers to inclusion. Numerous supports and barriers to inclusion in OT education were identified within these themes. Findings indicate that despite numerous inclusion efforts, students from historically marginalized groups continue to experience several barriers that impact inclusion in OT education. Based on these findings, the authors provide strategies to promote and advocate for inclusion in OT education.

Keywords

• inclusion
• occupational therapy education
• student experiences
• faculty/staff perspectives