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Negotiating legitimacy and belonging: Disabled students' and practitioners' experience
Tal Jarus1, Terry Krupa2, Yael Mayer1,3
1Department of Occupational Science & Occupational Therapy, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada.
Medical Education
|December 14, 2022
Summary
Disabled health professionals and students face challenges to belonging due to systemic issues. Addressing these requires policy changes, inclusive practices, and education to foster collective responsibility for inclusion.
Area of Science:
- Health Professions Education
- Disability Studies
- Social Sciences
Background:
- People with disabilities are underrepresented in health professions.
- Existing research is fragmented, focusing on single professions or disability types.
- Barriers include stigma, discriminatory design, and oppressive interactions.
Purpose of the Study:
- To examine social relations underlying disabled individuals' participation in health professions education and practice.
- To expand understanding beyond descriptive and fragmented current knowledge.
- To identify conditions contributing to tensions between inclusion commitments and lived realities.
Main Methods:
- Analysis of 124 interviews with 56 disabled health practitioners and students.
- Longitudinal data collection over 1.5 years with up to three interviews per participant.
- Application of constructivist grounded theory with a staged analytic approach.
Main Results:
- Participants experienced challenges to legitimacy and belonging.
- Six conditions underlie tensions: competency evaluation, social/physical contexts, inclusive practices, identity boundaries, authority vulnerability, and person-level factors.
- Findings were compared and integrated between students and practitioners.
Conclusions:
- System-level practices and policies are crucial for legitimacy and belonging.
- Addressing day-to-day marginalization and ensuring transparent competency evaluation is necessary.
- Educational initiatives promoting understanding and collective responsibility for inclusion are vital.
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