Occupational therapy education: An appalling paradox?

Abstract

Occupational therapy education in the UK straddles higher education and professional practice and policies in both arenas aim to increase diversity. Mature students now exceed 60% of the national intake (COT, 2007) and although ethnic minorities and men continue to be under-represented, many students are entering from more diverse backgrounds. Mature OT students and those from non-traditional academic backgrounds are as academically successful as traditional school-leavers (Howard and Jerosch-Herold, 2000; Shanahan, 2004), but research to date has not considered the influence of social provenance on experiences or attainment.

This paper draws on data from a longitudinal case study investigation undertaken with institutional ethical approval in one of the UK’s research intensive universities. The characteristics, entry qualifications, progression routes and exit awards of four cohorts of students were examined and the educational experiences of thirteen participants were explored via focus groups, reflective diaries and semi-structured interviews over the course of their studies.

Regression analyses highlight that a background from amongst the lower socio-economic groups was a significant predictor of poorer outcomes in terms of passing at Level 4, 5 and 6 and achieving a ‘good’ honour degree. Theoretical thematic analysis of qualitative data underpinned by Bourdieu’s (1990) theory of practice illustrated the challenges encountered by students whose pre-entry experiences were incongruent with the dominant culture of the institution. It would represent an appalling paradox for the profession to value and support diversity in the populations it serves while inadequately acknowledging or addressing the challenges to facilitating diversity amongst its own ranks.

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ORCID for Jo Watson: orcid.org/0000-0002-2756-2148

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