Document Type (Journals)
Original Research
Abstract
Belonging, a crucial aspect of humanity and justice, is negated by racism. Formal analyses have shown that racial and ethnic minorities experience significantly higher rates of racial discrimination, with the greatest disparity being among Blacks. Incidences of racism toward healthcare professionals of color indicate that comprehensive and unbiased academic content is warranted in occupational therapy education. This study explored the lived experiences of systemic racism among Black occupational therapy students and their preparation to deal with racism and bias within didactic and clinical settings. This study featured a phenomenological design with data collection through semi-structured interviews and focus groups. Transcripts were coded and inductively analyzed using Qualitative Data Analysis (QDA) Miner software, and intercoder agreement was established. Themes were organized using Wilcock's Occupational Perspective of Health (OPH) framework (Doing, Being, Becoming, and Belonging). The results revealed that the prevailing themes that emerged were Anxiety from Lack of Black Representation, Education through Lived Experience, including family, media, and self-education, and Initiating Change as the "Diversity Person." Participants’ sense of Belonging was most affected of all the constructs in the OPH. In conclusion, the tapestry of occupational therapy curricula may benefit from incorporating explicit threads addressing the lasting effects of historic and current systemic racism, thus severely limiting students’ awareness and comprehension of occupational injustices. Recommendations are outlined to identify gaps in current occupational therapy curricula and to guide occupational therapy administrators (Chairs/Program Directors) in developing programs that acknowledge, educate, and combat the effects of systemic racism, thereby enhancing the sense of belonging for all.
Biography
Nardia Aldridge, Ph.D., OTR/L, DTM is an Associate Professor at Nova Southeastern University. She is passionate about increasing diversity in the occupational therapy profession and advocates for cultural humility in health care education and practice. Her research interest includes DEI initiatives, IPE, and Health Literacy in Occupational Therapy.
Chloe Hill, MOT, OTR/L is a recent graduate of Nova Southeastern University and is an advocate for diversity, researching the experience of Black occupational beings with systemic racism and compiling that pertinent information to bring to light through discussions and dissemination at local, national, and international conferences. She completed this research as a part of her degree requirement.
Vanessa Johnson, Ph.D., PMHNP-BC is an Associate Professor of Medical Education at Nova Southeastern University. She served as an interprofessional research specialist and has been an academician for over 31 years in private and public institutions, including Historically Black Colleges and Universities(HBCUs) and Primarily White Institutions (PWIs).
Sierra Green, MOT, OTR/L is a recent graduate of Nova Southeastern University MOT program and completed this research as a part of her degree requirement.
Cassandra Oladunni, MOT, OTR/L is a recent graduate of Nova Southeastern University MOT program and completed this research as a part of her degree requirement.
Lillian Maglaris-Gabaldon, MOT, OTR/L is a recent graduate of Nova Southeastern University MOT program and completed this research as a part of her degree requirement.
Victoria Madera, MOT, OTR/L is a recent graduate of Nova Southeastern University MOT program and completed this research as a part of her degree requirement.
Ivanie Carswell, MOT, OTR/L is a recent graduate of Nova Southeastern University MOT program and completed this research as a part of her degree requirement.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Aldridge, N. A., Hill, C., Johnson, V., Green, S., Oladunni, C., Maglaris-Gabaldon, L., Madera, V., & Carswell, I. (2023). Belonging: A Phenomenological Study of Systemic Racism Experienced Among Black Students in Occupational Therapy Programs. Journal of Occupational Therapy Education, 7 (4). https://doi.org/10.26681/jote.2023.070405
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