Document Type (Journals)
Original Research
Abstract
Microaggressions, which are subtle and often unintentional acts of bias, continue to shape the educational experiences of students from marginalized backgrounds, yet their nuanced nature makes them difficult to define and address. This phenomenological qualitative study investigated the lived experiences of occupational therapy graduate students of color regarding microaggressions within their academic programs. Using purposeful sampling, five occupational therapy graduate students from various United States institutions participated in individual, semi-structured interviews. Thematic analysis revealed four key themes: It’s Hard to Describe a Microaggression without Using Examples and Explaining the Emotions Behind It; These Microaggressions Had Immediate and Long-Term Consequences on my Mental Health and Role as a Student; Despite These Challenges, I Attempted to Increase Diversity Awareness at my School; and I Have Ideas on How to Increase a Sense of Belonging within my Program. Efforts to promote diversity, equity, and inclusion were often met with limited or inconsistent faculty support and participants remained positive by describing actionable recommendations to improve a sense of belonging including diversifying curriculum content, enhancing support systems, and encouraging open dialogue about diversity, equity, and inclusion. The study highlights the need for occupational therapy programs to recognize and address microaggressions, implement supportive measures, and create environments where all students can thrive.
Biography
Laurie Knis-Matthews, Ph.D., OT is a professor in the Department of Occupational Therapy at Kean University.
Sara Frommer, OTD, OTR/L was an occupational therapy student at Kean University at the time of this study.
Jacquelyn Pierre, OTD, OTR was an occupational therapy student at Kean University at the time of this study.
Geena Santomo, OTD, OTR/L was an occupational therapy student at Kean University at the time of this study.
Corrine Pineda, MSOT, OTR/L was an occupational therapy student at Kean University at the time of this study.
Jackeline Artiles, OTD was an occupational therapy student at Kean University at the time of this study.
Shaniqua Bradley, Ph.D., LCSW is a licensed clinical social worker and faculty at Rutgers University.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Knis-Matthews, L., Frommer, S., Pierre, J., Santomo, G., Pineda, C., Artiles, J., & Bradley, S. (2026). Exploring Microaggressions Experienced by Students of Color in Occupational Therapy Programs: Fostering a Climate of Belonging. Journal of Occupational Therapy Education, 10 (2). Retrieved from https://encompass.eku.edu/jote/vol10/iss2/9
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