Belonging: A Phenomenological Study of Systemic Racism Experienced Among Black Students in Occupational Therapy Programs

• Published in: Journal of occupational therapy education Vol. 7; no. 4
• Main Authors: Aldridge, Nardia A, Hill, Chloe, Johnson, Vanessa, Green, Sierra, Oladunni, Cassandra, Maglaris-Gabaldon, Lillian, Madera, Victoria, Carswell, Ivanie
• Format: Journal Article
• Language: English
• Published: Eastern Kentucky University 01-11-2023
• Subjects: lived experiences; occupational therapy students; qualitative research; racism; wilcock's occupational perspective of health
• ISSN: 2573-1378; 2573-1378
• DOI: 10.26681/jote.2023.070405

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.