Assessing Supports and Barriers to Equitable Participation in Occupational Therapy Fieldwork for Students from Minoritized Backgrounds: A Mixed Methods Analysis

Document Type (Journals)

Original Research

Abstract

Fieldwork experiences in occupational therapy (OT) and occupational therapy assistant (OTA) education introduce students to novel environments that they must successfully navigate. When examining the experiences of OT and OTA students from minoritized backgrounds, it is critical to understand their fieldwork experiences so that fieldwork educators and partners can create inclusive, supportive environments that promote success for all students. Within this study, a needs assessment was conducted to explore factors that impacted the OT and OTA fieldwork experiences of students from minoritized backgrounds. Using a mixed methods design, a cross-sectional survey was completed by non-faculty OT practitioners (n=48), Academic Fieldwork Coordinators (AFWCs; n=50), OT and OTA faculty members (n=20), and OT and OTA students (n=16). Participants most frequently identified the following supports for fieldwork students from minoritized backgrounds: AFWCs, fieldwork educators, faculty, diverse learning materials and resources, and having multiple fieldwork students at a site. The most cited barriers to equitable participation included implicit biases, microaggressions, student stress, lack of representation, and limited fieldwork educator training. Qualitative data revealed four primary themes: 1) diversity factors, 2) institutional supports, 3) support networks, and 4) student factors. Results from this study underscore the need to better prepare fieldwork students and educators as well as AFWCs with tools to promote a more equitable learning experience for all students.

Biography

Kristin Nxumalo, OTD, OT/L, CLT is an Assistant Professor in the Department of Occupational Therapy at Western Oregon University. Dr. Nxumalo has a practice background in acute care and adult rehabilitation practice and is a certified lymphedema therapist. Dr. Nxumalo has held academic appointments in academic administration, admissions, fieldwork and teaching.

Alexia Rebne, OTD, MS, OTR is a Clinical Assistant Professor and the Admissions Coordinator for the Doctor of Occupational Therapy Program at the UW-Madison. Since joining the academic setting at UW-Madison in 2010, Dr. Rebne’s primary interests have included underrepresented student support, and inclusive teaching.

Janis Yue, OTD, OTR/L is an Assistant Professor of Clinical Occupational Therapy (OT) and Fieldwork Educator based at the Violence Intervention Program, a community-based mental health clinic in Los Angeles. Dr. Yue is passionate about health equity and coordinates OT program development for adolescent clients diagnosed with FASD, in addition to providing individualized mental health services.

Ryan Thomure, OTD, OTR/L, LCSW is a Clinical Assistant Professor and Academic Fieldwork Coordinator in the Department of Occupational Therapy at University of Illinois Chicago. In addition, Dr. Thomure is the occupational therapy supervisor at Ascension Housing and Health Alliance, an organization serving people affected by homelessness and addiction.

Ricardo D. Ramirez, OTD, OTR/L, QMHP is an Assistant Professor in the Department of Occupational Therapy at Rush University in Chicago, Illinois. He has clinical experience working in inpatient psychiatry, acute care, and outpatient mental health. AS a first-generation, Latino occupational therapist, he is passionate to support minoritized students.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Nxumalo, K. M., COTAD, C., Rebne, A., Yue, J., Thomure, R., & Ramirez, R. D. (2026). Assessing Supports and Barriers to Equitable Participation in Occupational Therapy Fieldwork for Students from Minoritized Backgrounds: A Mixed Methods Analysis. Journal of Occupational Therapy Education, 10 (2). Retrieved from https://encompass.eku.edu/jote/vol10/iss2/12