Diversity Gaps in OT Education: Addressing the Challenges and Support Needs of Underrepresented Faculty

Understanding the status of diversity in OT academia is crucial for promoting equitable representation and addressing the needs of underrepresented faculty. This exploratory mixed-methods study sought to assess the diversity landscape in OT academic programs and explore the support needed by diverse faculty to enter and remain in academic positions. The researchers used an online survey distributed to faculty members of accredited OT programs across the United States. In-depth interviews were conducted with select respondents to gain deeper insights into their experiences. The interview participants were selected based on survey responses through purposive sampling. The study focused on capturing perspectives from diverse faculty members and examined the challenges faced by diverse OT faculty, including ambiguous hiring practices, organizational culture, and legislative barriers. Insights were gathered on the perceived value of faculty diversity and strategies to improve hiring and retention practices. Eighty-five respondents participated. Most were female (89%) and Caucasian/White (68.18%). Over half had over 15 years of OT practice experience (61.9%), while 70.52% had less than 10 years in academia. Findings underscore the need for diversity and inclusion efforts in OT academia and clinical settings, highlighting the importance of recruiting and supporting diverse faculty to enrich perspectives and improve patient care.