How Identities Shape Belonging in Occupational Therapy Education: A Phenomenological Exploration of Student Belonging
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| Title: | How Identities Shape Belonging in Occupational Therapy Education: A Phenomenological Exploration of Student Belonging |
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| Language: | English |
| Authors: | Quinn P. Tyminski, Rowhea Elmesky |
| Source: | Journal of Occupational Therapy Education. 2025 9(4). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sense of Belonging, Occupational Therapy, Allied Health Occupations Education, Identification (Psychology), Minority Group Students, Social Discrimination, Graduate Students, Doctoral Students, Private Colleges, Educational Environment |
| ISSN: | 2573-1378 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488566 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2573-1378 |
