Rehabilitating the Patient, the Self, and the Profession: The Journey of an Afro-Latina in Physical Therapy.

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Abstract

Higher education is not immune to inequities, although universities often state that those inequities do not align with their mission. Change is often obstructed by blindness to flaws, especially structural barriers that lead to unequal success. In this article, the author utilizes her lived experience to highlight structures at play that go beyond a single story. These experiences are divided in five major themes: 1) representation, 2) belonging, 3) language, 4) class, and 5) sexuality and harassment. The author analyzes each theme combining detailed descriptions of how multiple identities and the socio-political-cultural environment intersect to impact success in all aspects of rehabilitation. In particular, she explores the conflict that occurs when acceptable behaviors, skills, and identities are not embodied by the people who have been underrepresented and marginalized in rehabilitation. Each section concludes with ideas on how to challenge deep-rooted hierarchies that foster division and exclusion. To truly serve diverse communities equitably, we must 1) transform rehabilitation education, clinical practice, and research; 2) embed ourselves into the communities that surround our universities; 3) develop a collective cyclical process of learning to replace behaviors that harm others; and 4) dismantle old practices that prevent everyone from belonging. Until that happens, well-intentioned attempts to diversify the field will remain hollow, ineffective, and harmful.