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Credentials Display

Quinn Tyminski, OTD, OTR/L, BCMH; Karla Reese, DHSc, OTR/L; Linn Wakeford, PhD, MS, OTR/L

Abstract

Historically, education has been used as a mechanism of assimilation for marginalized identities in the United States, demanding conformity to the dominant culture and society. The occupational therapy (OT) profession is not immune and must examine and understand how our educational systems have erected and maintained barriers designed to exclude people from historically minoritized communities through the lens of professional behaviors. Professionalism and professional behaviors are not well-defined constructs in OT, and there is significant variability among educational institutions in how professional behavior standards are written, communicated, and applied. There is significant inconsistency across OT educational programs in the US in how and where professional behavior standards are documented and the implications of failure to meet one or more of those standards. Research findings suggest that individuals from dominant cultures may be allowed significant leniency related to professional behaviors, which perpetuates the marginalization of and discrimination against those from non-dominant groups. This paper explores the historical use of professionalism in education and many of the required professional behaviors and social constructs that continue to be used in OT education (language, appearance, and behavior) to perpetuate demands for assimilation.

Comments

The authors declare that they have no competing financial, professional, or personal interest that might have influenced the performance or presentation of the work described in this manuscript.

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