Document Type (Journals)
Original Research
Abstract
In the health professions, mentoring has emerged as a key strategy for reducing the isolation and exclusion of students from equity-denied groups – including students who identify as Indigenous, racialized, disabled and/or queer. Mentoring often focuses on academic and professional skills, which implies students from these groups are somehow lacking. In contrast, ‘equity-oriented’ mentoring focuses on learning in the context of on-going, everyday isolation, exclusion, discrimination and even hostility. Mentors from the profession, who are also members of the same equity-denied groups, provide role models for thriving in the face of oppression. They may provide psychosocial support while helping students devise strategies for addressing oppression and discrimination in their roles as (student) professionals. Evaluating the impact of such equity-oriented mentoring is not straightforward. We used narrative assessment to evaluate an equity-oriented mentor program established at Dalhousie University’s School of Occupational Therapy. Identity-concordant therapists serve as mentors for students who wish to seek out their support. The identity categories are imperfect, yet necessary. Key practices of mentors include role-modelling, listening, validating, and critically analyzing issues to identify power structures. Mentors help students strategize to address or avoid negative situations, helping them engage in self-advocacy where needed. Tensions and challenges include best ways to connect with students, building trust relationships in the context of fear and stigma, and building ideal relationships with the School. We reflect on the challenges of evaluating a program that, if it worked as intended, would cease to exist because it would no longer be needed.
Biography
Kaarina Valavaara, OT Reg (NS); Tara Pride, Ph.D., OT Reg (NS); Chris McWilliam, OT Reg (NS); Jaime Blenus, OT Reg (NS); Stephanie R. Bizzeth, OT Reg (NS); & Brenda L. Beagan, Ph.D.
The authors are Faculty members and mentors with the Dalhousie School of Occupational Therapy who share a commitment to a future where occupational therapy students from equity denied groups thrive as their full selves in occupational therapy education.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Valavaara, K., Pride, T., McWilliam, C., Blenus, J., Bizzeth, S. R., & Beagan, B. (2026). Equity-Oriented Mentoring for Occupational Therapy Students in Canada: A Narrative Assessment. Journal of Occupational Therapy Education, 10 (2). Retrieved from https://encompass.eku.edu/jote/vol10/iss2/11
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