Abstract
This equity assurance project identifies multi-level innovative strategies and barriers to the successful inclusion of Black applicants into Occupational Therapy (OT) education at McGill University. The recommendations are informed by an international literature review, a survey of the perspectives of OT students, and interviews with Black leaders and admissions officers at McGill. Our sociohistorical and intersectional analyses identify an application process which recognizes the experiences of white upper-class applicants but leaves underrepresented students feeling vulnerable, not adequately represented, and distrustful of selection criteria perceived as ambiguous. Currently it is assumed that as long as the gates are open, Black students will find their way inside. However, distrust between Black communities and McGill as well as barriers are significant deterrents for Black applicants. Current specific barriers include: a website with only white faces, a confusing admissions guide, lack of financial scholarships, and an admissions committee without Black or Indigenous people. Recommendations to improve the equity of McGill OT include strategies to make the program a visibly welcoming space for Black applicants, and an environment which provides meaningful resources and tools for Black students to feel included and become successful. Specifically, the concept of academia excellence must be evaluated critically to foreground diversity and initiatives to increase the number of Black students in OT should consider innovative approaches such as scholarships for diverse applicants, outreach workshops in high schools, and creating physical spaces for multi-ethnic students. Members of the Montreal Black communities should also be included in the consultation and decision-making process.
