The Student Caucus for Diversity in Occupational Therapy (SCDOT) was organized based on the same initial premises that led to the development of the national Black Occupational Therapy Caucus. However, the SCDOT recognized the need for further increasing awareness about occupational therapy at the University of Central Arkansas, with a primary focus on increasing the diversity in each class of occupational therapy students. The SCDOT considers diversity to include students from underrepresented ethnic groups, males, nontraditional students, international students, and geographically underrepresented student groups. In addition, the SCDOT wanted to provide avenues for supporting students representing diversity to enhance retention and facilitate the matriculation process to facilitate successful admission to and graduation from the occupational therapy program. Such support includes but is not limited to emotional, financial, academic, professional, and motivational.

According to the U.S. Census Bureau (2006), nationally ethnic minorities account for 25.3% of the population, in Arkansas ethnic minorities represent 21% of the population. African Americans represent 15.3% of Arkansans while Hispanic or Latino individuals represent  4.7% of the state population. The American Occupational Therapy Association (2004, 2005, & 2006b) indicate that ethnic minority students comprised between 19.9% and 20.5% of students enrolled in occupational therapy educational programs between the spring of 2004 and spring of 2006, not equivalent to their representation in the United States.

In a review of the University of Central Arkansas Occupational Therapy class pictures, the number of African American students ranged from zero (in most classes) to a maximum of five in 2002. In the fall of 2006, 33% of the freshmen class admitted to the University of Central Arkansas were students of African descent. In the same year, students of African descent within the OT program included 2% in the 1st year class, 8% in the 2nd year class, and 2% in the 3rd year class. If this trend continues among all diverse groups within the state, the underrepresentation of diverse practitioners will continue within the profession, and within the state of Arkansas. The OT department recruitment efforts are in place, however the number of qualified applicants from underrepresented student groups has not reached significant proportions. On campus, during attempts to recruit underrepresented student groups into the program, SCDOT members have received responses such as “that’s too much science”, “that program is too hard”, or “what is it”. One purpose of this organization is to increase awareness about occupational therapy in order for a diverse student body to consider, prepare for, and actively pursue occupational therapy as a profession.

The primary purpose of the SCDOT is to promote diversity and avenues of support for diverse students to be successful in their pursuit of occupational therapy as a professional career. Consistent with the emphasis in the UCA College of Health and Behavioral Sciences, the UCA Department of Occupational Therapy, and the American Occupational Therapy Association on enhancing the representation of underrepresented groups in the profession, the objectives of the SCDOT are to:

1. Facilitate and support the recruitment, retention, and certification of underrepresented student groups in the occupational therapy program;
2. Identify and address issues and concerns that impact the matriculation of underrepresented student groups in the OT program;
3. Foster representation and participation by diverse and underrepresented students and practitioners in the occupational therapy profession and specifically in student, state, and national associations ;
4. Encourage and develop diverse leaders and role models for the OT profession at the college, local, state, and national levels.
5. Increase communication and cultural competency among all OT students, practitioners, educators, and applicants;
6. Promote equal opportunities in employment and education for all OT practitioners and students;
7. Promoting contextually relevant practice emphasizing quality and equity in health care and occupational therapy for consumers of various ethnic, racial, cultural, education, spiritual, and social backgrounds.