From concern to commitment

Learning to center equity in occupational therapy admissions processes

Abstract

Black students are systematically excluded from healthcare education, denying an increasing Black Canadian population access to diverse healthcare practitioners. This study explored admissions processes related to the inclusion of equity groups within McGill’s Occupational Therapy program and identified recommendations specific to Black applicants. Data was collected from a survey of current students and program graduates. Data analysis, applying a critical intersectional lens, was contextualized in dialogue with five key individuals at McGill and a review of the literature. Findings revealed an application process that foregrounds the experiences of white upper-class applicants while leaving historically excluded students feeling dissatisfied and unable to authentically represent themselves. Barriers to admissions in occupational therapy include a website with no Black representation, a difficult-to-navigate admissions guide, and an admissions committee currently lacking Black or Indigenous representation. The valorization of Black applicants and students through visibly welcoming spaces and meaningful resources for inclusion and success are acknowledged, but not yet developed. The study findings support next steps by providing program-level recommendations such as the inclusion of Black faculty on the admissions committee and the option to submit an essay for Black applicants. The implementation of an evidence-based Black Student Pathway is necessary.