Let's Talk About It: Addressing Microaggressions in Occupational Therapy Education.

Area of Science:

• Health Professions Education
• Occupational Therapy
• Diversity, Equity, and Inclusion

Background:

• Occupational therapy programs face increasing pressure to diversify their practitioner base.
• Current educational pathways require examination to ensure equitable access and success for all students.
• Underrepresented minority students frequently encounter racial bias and microaggressions within higher education settings.

Purpose of the Study:

• To analyze the pathway to becoming an occupational therapy practitioner.
• To emphasize the importance of equity and inclusion in occupational therapy education, beyond diversity.
• To provide strategies for addressing implicit bias and microaggressions in occupational therapy programs.

Main Methods:

• Review of existing literature on diversity, equity, and inclusion in health professions.
• Analysis of student experiences regarding racial bias and microaggressions in occupational therapy programs.
• Identification of specific examples of microaggressions within educational contexts.

Main Results:

• Underrepresented minority students report significant exposure to racial bias and microaggressions.
• Unaddressed microaggressions contribute to student stress, insecurity, marginalization, and reduced retention.
• Existing program structures may not adequately support faculty in addressing implicit bias and microaggressions.

Conclusions:

• Occupational therapy education must integrate equity and inclusion principles into all aspects of program design and delivery.
• Faculty require support and training to recognize and address their own implicit biases.
• Developing skills for all stakeholders (faculty, students, staff) to effectively manage microaggressions is essential for fostering inclusive learning environments.