Developing Cultural Competence in an Occupational Therapy Program in a Border Institution in South Texas

Introduction

This chapter’s goal is to add to the discourse of culturally competent and responsive professionals in the field of occupational therapy (OT). The growing population of ethnic and racial minority groups in the country creates an impetus for developing culturally competent occupational therapists as this remains a focused component of the larger professional vision. As an essential element in the standard of care, cultural competence is an important educational objective included in the occupational therapy practice framework (AOTA), which is becoming a highly visible aspiration. Building a diverse workforce continues to be a driving force for sustaining and strengthening the profession for overall improved public health care. Much of today’s discussions highlight the critical role that culture plays in matters of quality healthcare since researchers find that occupational therapists who share the same race, ethnicity, and language as their clients provide better and more relevant interpersonal care (Taff & Blash, 2017).

Although there is strong agreement in the need to diversify the workforce and to deliver culturally relevant client care, the failure to translate this into widespread, actionable policies or practice persists today. Taff and Blash (2017) have challenged professionals to go beyond awareness to action. As noted in their exploration of cultural models, these researchers nudge occupational therapists to rethink professional practice and change the way of teaching in occupational therapy programs. Creating safe spaces to promote thinking and talking about the influence of identity, culture, and race on practice are highly encouraged to begin moving the needle toward authentic, culturally responsive practice.

The chapter’s overarching objective is to contribute to the exploration of building cultural competence by promoting different thinking about this phenomena. The chapter is organized by beginning with a broad discussion of the role of culture in occupational therapy, and the unpacking of definitions and types of cultural competence needed in the health professions. In the next section, there is examination of current issues complicating diversifying the profession and developing culturally competent occupational therapists. Alarmingly, as the U.S. minority population grows, existing health and professional disparities among ethnic and racial groups persist. Other challenges in developing culturally responsive occupational therapists in the profession include the practicality of translating aspirational cultural models into pedagogical practice, but there are some empowering pedagogies and strategies that hold promise. As a practical response and contribution to this significant discussion, through his perspective, a Latino clinical assistant professor demonstrates how to leverage ethnicity, race, and culture for building cultural competence in a Hispanic-serving institution program situated in a unique U.S.-Mexico border region. Finally, the chapter concludes with future research directions of this critical topic.