Abstract
This dissertation provides a comprehensive exploration of the phenomenon of belonging specifically tailored to students with historically minoritized identities (HMIs) within the Washington University Program in Occupational Therapy (WUOT). Employing qualitative methodologies including scoping reviews, theoretical conceptualizations, focus groups, individual interviews, surveys, and participant video diaries, the study delves into the multifaceted nature of belonging within the context of occupational therapy (OT) education. The dissertation is organized into four key articles. The first two articles lay the theoretical foundation by examining the historical context of education as forced assimilation for minority groups and the nuanced use of professional behaviors to continue forced assimilation in OT education today and through the use of scoping review on belonging in health professions education to elucidate the factors that influence belonging in this educational milieu. The second two articles aim to provide a holistic examination of WUOT by exploring equity in the admissions process including how social/cultural capital are required to simply apply to WUOT and the longitudinal experiences of belonging for OT students who hold HMIs- focusing on the intersection of identity in context. Several major themes emerged from this dissertation. 1) Conceptual Understanding of Belonging: The dissertation emphasizes the need to understand how a sense of belonging is crafted for OT students with HMIs at WUOT. It examines the factors influencing belonging, such as prior educational experiences, the context of OT education, and students' social identities. 2) The role of student perceptions of belonging - Students' perceptions of belonging in OT education are shaped by their previous experiences with belonging in higher education and are influenced by their historical experiences with discrimination and bias in both education and society. These factors collectively impact their sense of belonging and success in the OT program. 3) The role social identities in context play in belonging at WUOT- At WUOT, social identities against the backdrop of the larger environment significantly impacts students' sense of belonging, as individuals who hold HMIs are often impacted by multiple systems of power and oppression and may feel their identities are threatened choosing to alter their behaviors to mitigate potential negative treatment. The dissertation integrates Bronfenbrenner's ecological system theory and Carter's supplement to Bourdieu's theory of social and cultural capital to reveal how students with HMIs experience belonging at WUOT. It emphasizes the need for WUOT to intentionally counteract previous educational messages about social identity acceptance and facilitate student success by addressing factors within the microsystem, such as relationships, policies, and visibility of non-dominant social identities, while being influenced by broader societal norms. In summary, this dissertation highlights the necessity of understanding and actively fostering a sense of belonging for students with HMIs through systemic changes, redefined success measures, and an intentional, identity-focused approach within the educational context of WUOT.
Committee Chair
Rowhea Elmesky
Committee Members
Bronwyn Nichols Lodato; Christopher Rozek; Kerri Morgan; Steven Taff
Degree
Doctor of Philosophy (PhD)
Author's Department
Education
Document Type
Dissertation
Date of Award
4-17-2025
Language
English (en)
DOI
https://doi.org/10.7936/hys1-xd62
Author's ORCID
https://orcid.org/0000-0002-4292-2578 / https://orcid.org/0000-0002-4292-2578
Recommended Citation
Tyminski, Quinn P., "A Dissertation on Belonging in Occupational Therapy Education with Students from Historically Minoritized Identities" (2025). Arts & Sciences Theses and Dissertations. 3463.
The definitive version is available at https://doi.org/10.7936/hys1-xd62