Document Type (Journals)
Original Research
Abstract
Belonging is defined in a variety of ways but most often refers to an individual’s feelings of acceptance, inclusion, support, and respect within a certain environment. Belonging is an innate human need and contributes to success in academic and professional settings. Within occupational therapy (OT) education, minimal attention has been paid to the specific concept of belonging with no research focused on long-term qualitative explorations of student belonging for students with historically minoritized identities (HMIs). Thus, the goal of the present study was to better understand how students with multiple HMIs experienced the phenomenon of belonging in OT education. Utilizing hermeneutic phenomenology, this study synthesized data from course assignments, focus groups, interviews, and reflective journals from a single cohort of OT students for one calendar year. Theoretical frameworks from sociology and psychology were leveraged to understand how students, particularly those with HMIs, navigated and experienced belonging. Evidence indicates that holding multiple minoritized identities can amplify experiences of discrimination and impact how belonging is perceived. Thus an additional framework of intersectionality highlights the need for inclusive educational practices that are sensitive to diverse student experiences. Data from this study is presented in a series of student vignettes each demonstrating a unique experience of belonging for multiple intersecting identities. The findings underscore the importance of inclusive practices, supportive faculty, and peer connections in fostering a sense of belonging. This research contributes to the broader discourse on educational inclusion by highlighting the intricate interplay of identity, environment, and institutional culture in shaping students' experiences of belonging.
Biography
Quinn Tyminski, PhD, OTR/L, BCMH is an Assistant Professor at Washington University School of Medicine Program in Occupational Therapy. Her scholarly work focuses on equity, occupational participation, and belonging in marginalized populations in the community and in education.
Rowhea Elmesky, PhD is an Associate Professor in the Department of Education at Washington University in St. Louis.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Tyminski, Q. P., & Elmesky, R. (2025). How Identities Shape Belonging in Occupational Therapy Education: A Phenomenological Exploration of Student Belonging. Journal of Occupational Therapy Education, 9 (4). Retrieved from https://encompass.eku.edu/jote/vol9/iss4/4
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