Gordana Rasic, Priti P Parikh, Ming-Li Wang, Natasha Keric, Hee Soo Jung, Benjamin D Ferguson, Maria S Altieri, Jeffry Nahmias
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canada disparities indigenous nonindigenous peoples continue exist health education past current harms racism colonization one step towards closing health gaps clinicians provide health social care services free racism mistrust indigenous health providers best position provide culturally relevant safe care communities therefore indigenous students graduating health professional programs required meet needs indigenous identity support facilitator indigenous student academic success developing ones indigenous identity challenging postsecondary education environments explored indigenous rehabilitation students expressed wanted supported identity academic success using narrative inquiry approach conducted interviews seven students occupational physical respiratory therapy programs canadian university students asked tell story learning applying rehabilitation program indigenous identity impacted experiences data analysis conducted indigenous nonindigenous team members analyzing stories interaction participant 1 others 2 time 3 situation place researchers developed seven ministories one participant illustrate variation participant experiences development indigenous professional identity rehabilitation program students appreciated opportunities afforded admitted programs indigenous peoples category including identity affirmation however students category came feared andor experienced stigma work develop health professional identity brought even complexity already complex work developing maintaining indigenous identity colonized university environment study highlights complexity developing rehabilitation professional identity indigenous student participant stories call universities transform environment indigenous students fully accepted unique gifts identities given birth