“DIVERSITY: COMING SOON”

Fatima Adamu MS OTR/L is an occupational therapist who specializes in geriatrics and upper extremity rehabilitation. Her pronouns are she/her with a professional background that includes city planning and urban design, adaptive yoga instruction, modeling, and multidisciplinary art. 

Image description: Newsletter author, Fatima Adamu, solemnly pictured in a black and white headshot photo wearing a ruffled white top and hair styled in an afro. Photo credit: Peggy Abrams Photography.

Image description: Newsletter author, Fatima Adamu, solemnly pictured in a black and white headshot photo wearing a ruffled white top and hair styled in an afro. Photo credit: Peggy Abrams Photography.

In March of 2019, I visited the American Occupational Therapy Association’s (AOTA) website to refresh my memory of the organization’s Vision 2025; meant to provide aspirational guidance to its members. Its five pillars read as follows:

Effective: Occupational therapy is evidence based, client centered and cost-effective
Leaders: Occupational therapy is influential in changing policies, environments, and complex systems.
Collaborative: Occupational therapy excels in working with clients and within systems to produce effective outcomes.
Accessible: Occupational therapy provides culturally responsive and customized services.
Diversity: Coming soon

Image Description: Screenshot of AOTA website from March 2019 stating profession’s pillars as described in the article text.

Image Description: Screenshot of AOTA website from March 2019 stating profession’s pillars as described in the article text.

Upon visiting the same page on March 29th of the same year, the diversity bullet now read:

Equity, Inclusion, and Diversity: We are intentionally inclusive and equitable and embrace diversity in all its forms (AOTA, 2019).

It is unclear how long it took for the diversity bullet to be filled in, it is sheer coincidence that I happened to notice it before it was amended. It was as recently as October of 2018 that the AOTA’s board of directors voted to make the words diversity and inclusive more explicit. I write this article because as a therapist who began practicing occupational therapy (OT) in late 2018 at the age of thirty-seven, it is in this profession that I have encountered my first instances of overt racial and gender discrimination in a professional setting. According to the Academic Programs Annual Data Report of academic year 2017-2018, occupational therapy students (doctoral, masters and assistantships combined) were 6.3 percent African-American, 6.3 percent Asian, less than 1 percent Native and Pacific Islander, less than 1 percent American Indian or Alaskan Native, 7 percent other and 80 percent White (p. 10) . After the events that spurred the writing of this article, I wondered how a field with such demographics is perceived by prospective students and new clinicians of color As an OT graduate student, I discovered and fell in love with the specialty of hand therapy. So enthralled was I with its confluence of neurology, biomechanics and technical expertise that as a fieldwork student, I began designing and 3-D printing devices that I hoped would increase the efficacy of the rehabilitative process and reduce strain on therapists who spend hours a year crafting orthotics at the risk of the same repetitive strain injuries for which they treat their patients.

On my fourth day working in a sought-after mentorship, I was taken aside and subjected to an approximately forty minute quasi-intervention by my superior that was framed as a concern for my professional growth and patient safety. The main thrust of this feedback was that I was “overly confident” and needed to learn to “humble myself” in this environment (quoted as heard). One can rightfully assume that perhaps I did in fact have a problem with ego-centric behavior. Maybe I had been given feedback or been reprimanded in the past, and had ignored advice? Keep in mind however that this was four days into my first hand therapist job; my supervisor also mentioned that his South African friend had a similar problem of coming across confident and knowledgeable. To conclude the conversation, I was told that it would be easier to manage me if I were more “passive”.

Again, I would not fault the reader for presuming that these words came at the tail end of a track record of failures on my part to provide the best care. As a new clinician, there were valuable conversations to be had about treatment protocols and rehabilitative guidelines. In light of such feedback, I spent several days agonizing over every action, every conversation with a colleague or patient; striving to understand where I had gone wrong. Interestingly, when I relayed this conversation to my Caucasian husband, his first response was “I would never have received that critique as a man.” Fearing that he was speaking from the biased perspective of being my spouse, I reached out to other friends, all competent professionals working in a variety of disciplines. The responses were unanimous in their horror, confusion and disgust. Ultimately the impact that the “confidence conversation” had on my work performance the next week was deleterious; I became painfully self-conscious, afraid that I was committing another yet-to-be-unearthed professional transgression. I was then censured for displaying a lack of confidence in my treatment planning and corresponding abilities to provide competent care to my patients.

Paradoxically, I would not be writing this article if this was where the critique ended. After all, skewed gender expectations are simply part of life as a female in a patriarchal society no matter the social justice strides of the last century. As I resigned myself to becoming more humble and passive as counseled, I learned that my supervisor was asking his peers if he should mention that my “hair might be too big of a statement for someone new to be making”. This query fascinates me because it suddenly placed the critiques of my behavior from the previous week in a new light. One irony of my circumstance is that the occupational therapy profession prides itself on utilizing a more holistic approach than other medical disciplines. We are taught to consider all aspects of the patient’s/client’s world, from values, spirituality, rituals and socioeconomic status in order to craft the most efficacious client-centered approach possible. How ironic that my OT supervisor was not viewing me with the same lens.

How does my story relate to efforts to diversify the OT workforce? Sadly they are symptoms of a larger problem that encapsulates the issue of a lack of diversity in many workplaces in the United States of America. As a city planner working for a high-profile organization, the subject of my hair and/or personality arose exactly zero times in three years. Compare this to the six days total I spent working as a hand therapist before deciding that, despite my passion and eagerness to succeed, I had encountered an atmosphere that was too toxic to foster significant professional growth without sacrificing my mental health. Scientific studies show that the toll of navigating such race-related societal pitfalls has real implications for the lifespan and health of African-Americans. According to a 2017 study and poll by the Harvard T.H Chan School of Public Health, “blacks have poorer health and die sooner than whites in America,” in part due to the cumulative experiences of discrimination such as being unfairly stopped by the police, unfair firings, having people act as if they fear you or repeatedly feeling that you are treated with less courtesy than others (Robert Wood Johnson Foundation, 2017). Given this state of affairs, I am left questioning if these sorts of experiences are the sort of obstacles I should expect to wrestle with in my professional future or if it is a once in a lifetime occurrence.

It is not sufficient to pat ourselves on the back for interviewing or hiring an applicant of color. African-American women have been labeled many things over the years; they are “too much” of something; too fertile, too loud, too angry, too promiscuous, too fat, too sexual (Ashley, 2014). Take a moment to consider the “professional” critiques that I was given through this hyperbolic lens. Hopefully, it becomes apparent why the focus on my personality with my disruptive hair becomes not just about the preferences of a single workplace, but rather a potential indictment of my very existence as a woman of color. As an individual of largely West African descent my hair is often styled in an Afro, in the tightly-coiled texture in which it grows out of my scalp. In order to label an Afro a statement, one must be so acclimated to, and oblivious to a certain “baseline” that the sight of my hair would be disconcerting. What is the baseline? Straight, wavy, bouncy, sleek; the hair we see in hair commercials and slick magazine advertisements? Contrary to my supervisor’s presumptions, my Afro is the result of no hidden agenda to seek attention, no special hairspray or pomade; simply a comb. Just as dreadlocks do in fact get washed on a regular basis (a contrary assumption made by yet another supervisor), Afros are not the result of some extra effort to stand out.

In early 2019, the New York City Commission on Human Rights (NYCHR) instituted a law banning hairstyle-based discrimination by employers, schools among other public spaces. The press release for the new law states:

Bans or restrictions on natural hair or hairstyles associated with Black people are often rooted in White standards of appearance and perpetuate racist stereotypes that Black hairstyles are unprofessional. Such policies exacerbate anti-Black bias in employment, in school, while playing sports, and in other areas of daily living (p.1).

The release goes on further to specify locks, twists, afros, and other hairstyles that have been labelled “disruptive, unhygienic, messy or unkempt” by the supervisors and colleagues of Black employees (NYCHRL, 2019).

The fact that the problem’s magnitude requires such a law leaves me wary, and yet hopeful that new levels of awareness can be reached. There is a societal lack of understanding of the extent to which the texture of Black hair has been tamed to adapt to Caucasian standards over the centuries by sizzling hot combs, toxic chemicals that bare the scalp, destroy hair follicles and the millions of dollars spent on wigs and weaves. In 2017 Black consumers spent $54.4 million dollars on ethnic hair care and beauty aids or 85.65% while making up 14% of the general population (Nielsen, 2018). Although it is now considered trendy to include a model of color with Afro hair in an advertisement, the choice to embrace one’s “natural” hair is still viewed as an act of rebellion by some sectors of the African-American community.

The 2015 Occupational Therapy Code of Ethics states that AOTA members are “committed to promoting inclusion, participation, safety, and well-being for all recipients in various stages of life, health and illness and to empowering all beneficiaries of service to meet their occupational needs”(AOTA, 2015). In the fifteen years of my professional life before coming to the field of OT, I felt empowered to do what gave me joy and took for granted the mental and emotional energy I could focus on honing my craft or technical skills. As a city planner and then as a yoga instructor who specialized in teaching those with paralysis, degenerative nerve conditions and amputations, my coworkers and supervisors judged the quality, quantity and speed of my work or the safety and efficacy of my yoga classes. My value as an employee and colleague was not dependent on whether my personality broached some personal, racially-tinged preference for a passive demeanor or if my hair challenged narrow, ill-informed ideas of how my hair should be styled.

My experiences as an OT thus far have left me disillusioned and despairing. The AOTA’s Board of Directors formally added explicit language about inclusivity to the Vision 2025 statement on November 1st 2018, suggesting that this is still a very novel issue with which the profession as a whole grapples. A full one hundred years of the profession had transpired prior, culminating in much celebratory fanfare on a national scale in the summer of 2018. The text on inclusivity states that OT “maximizes health, well-being and quality of life for all people, populations and communities through effective solutions that facilitate participation in everyday living” (AOTA, 2018). In order to effectively execute this component of the vision, it is critical that we first recognize the current professional climate that inevitably results from the dominance of a particular demographic, no matter how uncomfortable. As students of this profession we learn to consider the individual as a dynamic product of their context/environment, occupations, performance patterns, performance skills and client factors (S4, OTPF, 2013). It is this perspective that leads to occupational therapists being prized on interdisciplinary healthcare teams for their ability to consider elements outside the standard medical model that might affect the efficacy and outcomes of care.

As we strive to recruit more students of color, are we considering the tenor of the professional world they are being sent into? This is a question relevant not just to OT, but other disciplines that complain of persistent homogeneity amongst their ranks. The process of recognizing and admitting our conscious and subconscious biases can be difficult, scary and painful.

This is probably why many of us avoid it at all costs. A key component of making a profession more attractive to prospective candidates is to educate, hire and retain individuals that reflect the multi-cultural utopia one is seeking to create. Universities and organizations should not simply pat themselves on the back for hiring one more candidate of color or for having a slightly more diverse classroom. If we are to presume that this is where the work ends, it is to embrace a level of naïveté that is untenable in the world we live. The aforementioned experiences in the field thus far have left me incensed and more importantly, disappointed and saddened.

The profession’s seven core values remind us repeatedly to consider all aspects of a patient’s existence in order to treat them with altruism and provide equal treatment, respect their right to freedom , justice , dignity and truth while exercising prudence (AOTA, 2015). How unfortunate that it appears we struggle to turn the same therapeutic lens onto our colleagues in order to treat them with the dignity and respect that they deserve, no matter their cultural background, skin color, gender or hairstyle.

References:

AOTA Unveils Vision 2025. (n.d.). American Occupational Therapy Association. Retrieved March 29, 2019, from https://www.aota.org/AboutAOTA/vision-2025.aspx

American Journal of Occupational therapy. (2015). Occupational therapy code of ethics. Vol. 69, 691341003p1-6913410030p8. doi:10.5014/ajot.2015.696S03.

American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process.American Journal of Occupational Therapy, 68(Suppl. 1), S1–S48. http://doi.org/10.5014/ajot.2014.682006

Ashley, W. (2014) The angry black woman: The impact of pejorative stereotypes on psychotherapy with black women. [Abstract]. Social Work in Public Health , 29:1,27-34, DOI: 10.1080/19371918.2011.619449

Harvison, Neil. (2018). Academic programs annual data report: Academic year 2017–2018. Division of Professional Affairs, American Occupational Therapy Association. Bethesda, MD. Retrieved from: https://www.aota.org/~/media/Corporate/Files/EducationCareers/Educators/2017-2018-Annual-Data-Report.pdf

Nielsen Newswire. Black impact: Consumer categories where African Americans move markets. February 2018. Demographics; Retrieved from http://nielsen.com/us/en/insights/news/2018/black-impact-consumer-categories-whereafrican-americans-move-markets.html

NYC Commission on Human Rights Legal Enforcement Guidance on Race Discrimination on the Basis of Hair. NYC Commission on Human Rights. February 2019. Retrieved from: NYC.gov/humanrights

Robert Wood Johnson Foundation. Discrimination Pervades Daily Life, Affects Health Across Groups in the U.S., NPR/Harvard/RWJF Poll Shows. October 24th 2017. Retrieved from https://www.rwjf.org/en/library/articles-and-news/2017/10/discrimination-pervades-daily-life--affects-health-across-groups.html

Anti-Racist OT Practice - A Beginner's Guide

Author’s Note: It’s a time of unrest in America. In order to help with my personal coping, I’m taking this opportunity to turn to something productive: to turn my awareness into action. Some of these suggestions are pulled from the great resources being shared right now, and would be a great place to start for anyone trying to improve their awareness of systemic racism and how it persists in this country. I’m going to try to align them specifically to occupational therapy and give you practical things you can do in the pursuit of being anti-racist in your OT practice. My lens is that of a privileged and graduate-level educated white cis-woman. My intention is to create space for us to comprehend our role in this inherently racist system and take steps to improve occupational therapy care for people of color. I believe it is our duty as health care providers to understand the system in which we operate and how the systematic issues impact our clients. In the words of Dr. Brittany Conners, OT, “If the world is unsafe for our non-white clients to do basic occupations… it is exactly our duty to do the work to change that.” Thank you for taking a step in the right direction today by showing up here and doing the work.

Brittany Behrendt, Occupational Therapist
Portland, Oregon

[Image description: Pile of books creating a non-fiction anti-racist reading list. Image by Jane Mount and accessible from: https://www.instagram.com/p/CAdw65UHtwJ/?igshid=b6cnemxxzfi9]

[Image description: Pile of books creating a non-fiction anti-racist reading list. Image by Jane Mount and accessible from: https://www.instagram.com/p/CAdw65UHtwJ/?igshid=b6cnemxxzfi9]

AWARENESS

Become familiar with the literature and terminology. You have likely seen a lot of suggestions circulating online for decolonizing your bookshelf. If not, a quick google search can give you some ideas. There are also links available in our March newsletter. You can also find reading lists for anti-racism or white privilege. Buy some books, read them, and sit with the discomfort. Join others to do a book club with you. There will be many missteps moving forward, no matter how deep you dive into these resources, but this is a critical first step.

Self-assess. There are many surveys and racial equity tools to help gain a personal understanding of your own biases. Begin to recognize your own triggers around race, ethnicity, language, sociopolitical factors, etc. You can test yourself for hidden biases here. While some cultural competency tools may help with self-assessment, it does not necessarily equate to being anti-racist in your work.

INDIVIDUAL FOCUS/ACTION ITEMS

Be a collaborative health care provider and educator. One of the best ways research shows to support clients who are of a different race than providers is to open the lines of communication and share decision making (Meghani et al, 2009). It comes very naturally to those in our profession to support and encourage clients towards their goals, versus trying to “dissuade” or “prescribe.” Look to improve and repair your relationships with the families of your students and clients. Honor them as “first teacher” or the true “primary care provider” and work with them as partners. Make space for the client's voice and agency in your practice.

Remember therapeutic use of self. Shallow and deep cultural considerations include concepts of time, use of touch and personal space, eye contact, communication styles - verbal and nonverbal, how we talk about theories of wellness and disease, how we present decisions and decision making during care, and how we acknowledge power dynamics (Hammond, 2015). Remember that we can consider these cultural factors and how they influence our practice, and adjust our own practices in order to better serve our clients.

Be visibly anti-racist as a reminder to yourself and to others to stay accountable. Post your commitments to equity. Use checklists and schedule time for you to reflect on your day to day actions. Mark your therapy spaces as “safe spaces” so marginalized persons know they can come to you. Here is a sticker you can post. Lastly, don’t be a bystander. If you hear someone stereotyping or notice patterns of marginalization, challenge them.

SYSTEMS FOCUS/ACTION ITEMS

Bring more diversity to your workforce. While research shows race-concordance between clients and providers does not necessarily impact health outcomes, it can only help your organization to have more diverse experiences contributing to important conversations (Meghani et al, 2009). But beware of tokenism. An anti-racist organization has a diverse group of individuals participating in decision making and allocation of budgets (Olcese, L., 2005). Work on hiring OTs who are black and indigenous people of color (BIPOC). Your company can recruit from Historically Black Colleges & Universities. Here is a list of HBCUs with OT programs. Here is a template for conversations with your employer. If you’ve exhausted all options and can’t find enough applicants of color, include interview questions that address the cultural competency of applicants like these. Ask questions that elicit responses that reflect awareness of one’s own cultural beliefs and attitudes, and hire people who care about reducing harm to people of color.

Advocate for your company/organization to bring in professional development related to equity. Hire people of color to deliver that PD and pay people of color for the materials they create.

Conduct a needs assessment for your organization. Research trends related to race in your place of practice. If you work in schools, how does the provision of OT services compare among races in your district? Is it comparable across races and aligned with district statistics? Is there a discrepancy in services minutes? Higher caseload numbers at schools with more affluent families? In other settings, is the outcome data of non-white clients comparable to white clients? How satisfied are your non-white clients with OT care compared to white clients? Lean into uncovering factors that are impacting equity in care. Take a deeper look into the use of culturally sensitive practices at your place of employment. You can start with your evaluation process. Are clients engaged to the fullest extent possible in the process because the service is provided in their language? Are the assessment tools available to you reliable and valid for the population you’re using it for? Are questions such as, “any cultural factors that would influence treatment?” often left blank or reported as ‘no’? Dig into how often that type of open-ended question elicits input from clients in their care. Can we do better? Here are some organizational assessment tools and resources:

The strengths-weaknesses-opportunities-threats (SWOT) analysis format may help highlight strengths as well as opportunities for growth. 

Develop an action plan based on your needs assessment. It’s perfectly acceptable to start with simple steps that seem achievable, non-threatening, and have buy-in across stakeholders, in addition to having more long-term goals. Just like intrapersonal anti-racist work, it’s a continual growth process for organizations as well. An anti-racist organization is motivated by a quest for justice versus a sense of guilt, and invites challenge by learning from mistakes without retreating (Olcese, L., 2005). Lean in!


There is no one correct way to be anti-racist. OTsForAction is committed to helping others along their journey for providing more equitable occupational therapy services and to actively diminish occupational injustices for BIPOC. Please feel free to reach out for support along the way, or to share stories of success or tribulation, on our blog page.

REFERENCES

  1. Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin

  2. Meghani, S., Brooks, J., Gipson-Jones, T., Waite, R., Whitfield-Harris, L., & Deatrick, J. (2009). Patient–provider race-concordance: does it matter in improving minority patients’ health outcomes?. Ethnicity & Health, 14(1), 107-130. doi: 10.1080/13557850802227031

  3. Olcese, L. (2005). Building a Multi-Ethnic, Inclusive & Antiracist Organization Tools for Liberation Packet [Ebook] (1st ed., p.12). Boulder, CO: Safehouse Progressive Alliance for Nonviolence (SPAN). Retrieved from https://www.racialequitytools.org/resourcefiles/olcese.pdf

Racism in Occupational Therapy:

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Why Anti-Racist Occupational Therapy Is the Current (And Forever) Work of OTs.

by Erin Carroll,OTR/L

Authors Note: As a white woman with a masters degree, my whiteness, education, and experiences in the world allow me to view and write about racism from a restricted and privileged perspective. My intention here is to create space for conversation within our community about racism, and to learn how to create and sustain equitable therapy practices within occupational therapy. People of color are the experts on racism and its systemic impacts on individuals, communities, and social and political structures. I encourage you to read, listen to, and follow women of color and people of color, as they are the leaders of anti-racist and racial equity, including Patrice Cullors, Ericka Hart, Dr. Ibram X. Kendi, Ijeoma Oluo , Kimberlé Williams Crenshaw  and organizations such as the Equity Literacy Institute, SEA Center for Racial Equity, authors of Critical Race Theory and Dis-Crit, and the Racial Equity Tools community.

           As an occupational therapist practicing in the school setting, I’ve had experiences that leave me with a stomach ache, a gut-sinking feeling of “oh no, not again”. My teammates and I share stories of students of color who are labeled with “behavior problems” in kindergarten and threatened with suspension or removal from the school, while their white peers with similar concerns are given support that seems to be offered quickly and without second guesses. We see when a student of color goes undiagnosed and their white peer has one, if not two or three diagnoses that increase their access to disability services and supports. We understand that when an advocate has the ability to be present at the student meeting or when the advocate can communicate in the language of the school and the education system, the child receiving services may have more access to the continuum of care simply because the system is structured to support folks who have the language, time, ability, or education to be advocates. When a parent who is a person of color sits silently in a meeting when white educators are telling them about their child, or when an interpretation only gives half of the story in a parent-teacher meeting… in any of these situations, we understand that we’re seeing racism in action.

           When I witness these events or hear these stories, I know that as a white woman, my experience of racism doesn’t come close to the reality that people of color face on a daily basis. Critical race theory asserts that racism is a system of oppression and advantage based on race, or more simply, racial prejudice + social and institutional power = racism.  “Racism involves one group having the power to carry out systematic discrimination through the institutional policies and practices of the society and by shaping the cultural beliefs and values that support those racist policies and practices.”  (Dismantling Racism, 2020).

Throughout my almost six years as a school based occupational therapist, I’ve had learning opportunities guided by leaders in the work around racial equity and anti-racist education. I’ve learned a couple of things:

  1. Occupational Therapy as a profession does not explicitly discuss or teach about racism or anti-racist work. As a health profession and providers within the school setting,  OT upholds racially inequitable systems of healthcare, therapy and education when it does not explicitly teach, talk and disavow racism (Paradies, Truong, & Priest, 2014).

  2. The systems and structures of the healthcare and education within the U.S. are inherently racist through their creation on the white supremacist cultural norms. (Kohli, Pizarro, & Nevarez, 2017)

  3. We, my fellow white occupational therapists, have work to do and that work is our own (Oluo, 2019). Racism and its life-threatening effects are not new to people of color, and it is past time for us to make changes within our profession.  There is an urgent responsibility for our profession to learn, develop and practice anti-racist occupational therapy.  

When my colleagues in education, including school psychologists, speech language therapists and physical therapists share about the student of color who was suspended as a kindergartener for misbehavior, we are talking about racism. When we talk about the hoops that our families have to jump through to get resources, like having to call insurance multiple times to cover a diagnosis evaluation for your child, we know that there are more hoops and more lines to cross for our families of color. When my team shares about the students of color whose families have to push for threes years to get a diagnosis to allow for insurance to cover treatments, or to ensure educational supports, we’re talking about racism.  When systems make it difficult to access daily life occupations such as access to your classroom, and when its made harder because you or your family don’t look, learn, act, or talk like non-disabled white students learn, look, act or talk… we’re talking about racism.

While racism isn’t explicitly in mainstream conversations within the occupational therapy profession, perhaps it would be untrue to say we avoid the conversation entirely. Our current OT practice guidelines use the language of multiculturalism and cultural (Bureau of Labor Statistics, 2020) competency, diversity and inclusion and occupational justice (American Occupational Therapy Association, 2014). This language, while not incorrect, is incomplete and shies away from the language of anti-racism and equity literacy. In using clear and explicit language of racial equity literacy, we can begin to break down the individual, institutional and systemic racism that causes implicit and explicit harm to our neighbors of color. The language we use, and the actions we must reflect the greatest truths of our world. It is our responsibility as a professional learning community to teach our students, colleagues, and ourselves about the structural, institutional and individual racism that effects the lives and occupations of our clients, and of occupational therapists.   

Racism is a systematic, institutional and structural system of power that directly effects an individual’s experience and interpersonal relationships (SURJ, 2017). Critical Race Theory (CRT) underlines that racism is a social construct, so ordinary in the everyday of our world, that it is accepted as truth.[i] In Canada, Brenda Beagan and Josephine Etowa write specifically about the impact of racism on the occupations of African – Canadian women, and find that racism has direct effects an individual’s experience and participation in daily occupations, as well as negatively impacts women of color’s experiences with occupation in nuanced and subtle ways (Beagan & Etowa, 2009). Racial micro-aggressions have a detrimental impact on wellness and occupational independence of individuals of color (Grullon, Hunnicutt, Morrison, Langford, & Whaley, 2018). Our own students in occupational therapy have less access to academic equity if they are people of color (Burke Lucas, 2017).

Let’s call each other to be bold. We have to start talking more, teaching more, and sharing more about racism within our profession, so that we can start to break apart the tightly woven webs of white-normed systems that we work within. In the United States, 88% of occupational therapists are white (Bureau of Labor Statistics, 2020)[ii]. That means that the current field of OT practitioners is disproportionately representative of the populations, communities and individuals we serve. Eighty-eight percent also means that the majority of occupational therapists practicing within the United States have the privilege to never personally experience racism, micro-aggressions, or to enter the daily world working against structurally racist systems and individuals. It folks can be very tempting to avoid the discussion of racism within our work, but that avoidance or fear is leading us away from being bold with and for each other (DiAngelo, 2017).

Anti-racism is defined as “the work of actively opposing racism by advocating for changes in political, economic, and social life. Anti-racism tends to be an individualized approach, and set up in opposition to individual racist behaviors and impacts” (Race Forward, 2020). When we understand that our educational and healthcare systems currently reflect inequities in the care of our neighbors of color, we must do our own work to be anti-racist. More than that, we must know that being anti-racist is not a statement to name ourselves with, or a title to hold just because our white culture loves titles and saviorism. Being anti-racist means supporting and uplifting anti-racist policy, to push against the tides of injustice and inequity, and to repair and heal when there is harm, whether we have intended that harm or not. Being anti-racist means understanding that as white occupational therapists, racial groups are inherently equal and do not need to be developed to fit an idea of what white culture says is correct (Kendi, 2019).  We don’t get to or need to save anyone to make them fit into our cultural ideas of what accepted, accessible, normative living and being looks like.

Racism is an environmental and contextual factor that impacts the lives of our clients and communities.  Institutional and structural racism uphold medically racist practices that mean that 2/3 of children of color get diagnosed with ADHD later than their white peers (Morgan, Staff, Hillemeier, Farkas, & Maczuga, 2013). White children are 19% more likely to get a diagnosis of Autism than their Black peers and 65% greater than their peers of Hispanic and/or Latino descent (Furaro, 2017). My co-workers and I share stories of the parents we work with who have to work for years to get a diagnosis for their child when their white peers have medical diagnoses given to them for ADHD through private testing afforded by parents who can and will work within a system that is made for them. 

  We are the definers of occupational justice, occupational apartheid and occupational marginalization. If occupational injustice is “breaches of occupational justice [that] occur when participation in health enhancing occupations is inequitable across different groups in society, with some people unfairly benefiting and others subjected to patterns of occupation that are detrimental to health and well-being” we cannot ignore or deny that racism is a serious source of occupational injustice.  As we continue to discuss and teach multi-culturalism, diversity and occupational justice, we are also called to discuss racism as an environmental factor within our clients lives and community that is influential in creating occupational deprivation, marginalization, alienation and apartheid[iii] (Hocking, 2017).

We hold the responsibility of our profession to listen to people of color and to identify antidotes to racism in occupational therapy. Occupational justice for and with our clients and the communities we serve means being able to name the injustice, to look it in the eye, and to call it out for what it is. We must call into our own OT communities, universities, programs and care practices to include:

  1. Teachings on Critical Race Theory and individual, structural, and institutional racism (Dismantling Racism, 2020)

  2. Teachings of equity literacy practices to recognize, respond, redress, and create and sustain racially equitable practitioners, structures and systems (Equity Literacy Institute, 2018)

  3. Be accomplices to our communities, and to our neighbors and clients of color to create and sustain racially equitable occupational therapy practices, systems and structures

  4. Name racism as a contextual and environmental factor within the Occupational Therapy Practice Framework

  5. Create policies within our own programs to recruit, retain and respect occupational therapists of color (Burke Lucas, 2017)

  6. Celebrate, uplift, and uphold current and future occupational therapists of color by making sure our table of power does not only include them, but puts their voices at the center of our profession

Our dominant white culture is very good at maintaining able-ism and racism through assimilation and meritocracy. As a practitioner, I need to be able to have honest conversations with myself, my colleagues, and the families and students I serve about racism, and its intersections with ableism for people with disabilities. It is our work currently and for the future of our profession as occupational therapists, to be able to change structures that continuously and consistently create gaps in care, wellness and occupations for those we serve. It is our work to be anti-racist therapists.

 

Erin is currently reading: How to Be an Anti-Racist by Ibram X. Kendi and just finished reading Children of Blood and Bone series by Tomi Adeyemi. Gratitude to Brittany Behrendt, Erin Whitley, and Dr. Brittany Conners as brilliant occupational therapists who I admire and who keep me going in this work, and to Megan Carroll, editor and sister extraordinaire.   

What Can One Occupational Therapy Practitioner do? Join our OTs for Action Blog conversation on anti-racist occupational therapy here. I hope you’ll add what you are doing below in the comments, so we can continue this conversation, create and sustain anti-racist occupational therapy practices and build our community for occupational justice.


Footnotes:

[i] CRT was developed in the ‘70s and ‘80s by legal scholars, activists and legal scholars, and while started within the legal system, is used widely within several areas, including in education.

[ii] (Bureau of Labor Statistics, 2020) Unfortunately, that number does not include certified occupational therapy assistants, which were under-reported.

[iii] (Hocking, 2017) Occupational imbalance is due to occupational patterns of being over or under occupied, due to excessive work demands, enforced idleness, or burdensome responsibilities to care for the environment, dependants or oneself

Definitions:

Occupational alienation has been defined as “deep feelings of incompatibility with the occupations associated with a place, situation, or others to the extent that basic needs and wants appear impossible to attain or maintain” (Wilcock & Hocking, 2015, p. 258). It may manifest as aggressive occupations associated with social unrest or self-destructive behaviours

Occupational marginalisation is usually associated with discrimination, such that people are systematically relegated to occupational opportunities and resources that are less valued within a society (jlucido93, 2013)

Occupational apartheid refers to the systematic segregation of groups of people and deliberately denying them access to occupations such as quality education or well-paid work, or occupational contexts, based on prejudice about their capacities or entitlement to the benefits of culturally valued occupations (Wilcock & Hocking, 2015).

Works Cited:

American Occupational Therapy Association, A. (2014). Occupational Therapy Practice Framework, 3rd Edition. American Journal of Occupational Therapy .

Beagan, B., & Etowa, J. (2009, October 1). The Impact of Everyday Racism on the Occupations of African Canadian Women. Canadian Journal of Occupational Therapy .

BLS, U. (2019, January 19). U.S. Bureau of Labor Statistics. Retrieved January 4, 2020, from Labor Force Statistics from the Current Population Survey: https://www.bls.gov/cps/cpsaat11.htm

Burke Lucas, C. (2017). Occupational Therapists of Color: Perceptions of the Academic Experience (Vol. Dissertation). Johnson and Wales Unversity.

DiAngelo, D. R. (2017, 02 17). Deconstructing White Privelage with Dr. Robin DiAngelo. USA.

Dismantling Racism. (2020, January). Racism Defined: What is Racism. Retrieved from Dismantling Racism Works: http://www.dismantlingracism.org/racism-defined.html

Equity Literacy Institute. (2018). Equity Literacy : Definition and Abilities. Retrieved from Equity Literacy Institute: https://www.equityliteracy.org/equity-literacy-definition

Furaro, H. (2017, November 20). Race, class contribute to disparities in autism diagnoses. Retrieved from Spectrum : https://www.spectrumnews.org/news/race-class-contribute-disparities-autism-diagnoses/

Grullon, E., Hunnicutt, C., Morrison, M., Langford, O., & Whaley, M. M. (2018, Dec). A Need for Occupational Justice: The Impact of Racial Microaggression on Occupations, Wellness, and Health Promotion. OCCUPATION: A Medium of Inquiry for Students, Faculty & Other Practitioners Advocating for Health through Occupational Studies .

Hocking, C. (2017). Occupational Justice as social ustice: The moral claim for inclusion. . Journal of Occupational Science .

Kendi, I. X. (2019). How to Be Antiracist. Random House.

Kohli, R., Pizarro, M., & Nevarez, A. (2017). The “New Racism” of K–12 Schools: Centering Critical Research on Racism. Review of Research in Education, 41 .

Morgan, P. L., Staff, J., Hillemeier, M. M., Farkas, G., & Maczuga, S. (2013, Jul). Racial and Ethnic Disparities in ADHD Diagnosis From Kindergarten to Eighth Grade. Official Journal of American Academy of Pediatrics .

Oluo, I. (2019, March 28). Confronting racism is not about the needs and feelings of white people. Retrieved Feb 2020, from The Guardian: https://www.theguardian.com/commentisfree/2019/mar/28/confronting-racism-is-not-about-the-needs-and-feelings-of-white-people

Paradies, Y., Truong, M., & Priest, N. (2014). A Systematic Review of the Extent and Measurement of Healthcare Provider Racism. Journal of General Internal Medicine .

Race Forward. (2020). Racial Equity Tools Glossary. Retrieved from Racial Equity Tools: https://www.racialequitytools.org/glossary#anti-racism

Raj Chetty, N. H. (2018, March). Race and Economic Opportunity in the United States: An Intergenerational Perspective∗. Quarterly Journal of Economics

SURJ, (. U. (2017, February). Understanding Racism. Retrieved from SURJ (Showing Up for Racial Justice) Political Education Site: https://surjpoliticaledsite.weebly.com/racism-101.html