Abstract
STATEMENT OF PROBLEM: As the racial diversity of the United States population increases, diversity in the field of speech-language pathology remains homogenous. Efforts to increase diversity, equity, and inclusion (DEI) continue clinically and academically. Considerable action must be taken to create an equitable space for racially and ethnically diverse students and improve interactions with racially and ethnically diverse clients. PROCEDURE: The purpose of this study was to examine students’ perspectives of clinical instruction and coursework to prepare them to practice culturally responsivity in speech-language pathology. Also, this study aimed to explore students’ experiences of learning culturally responsive care and feelings about programmatic changes. FINDINGS: Quantitative results found that Year 1 students (received programmatic changes related to DEI) felt more prepared to practice cultural responsivity than Year 2 students (did not receive programmatic changes related to DEI). Three themes emerged from the qualitative data analysis: student knowledge and skill development, student feelings about programmatic changes, and program and instructor journey. While many students noted they had limited experience with racially and ethnically diverse clients, they felt their coursework infused with DEI helped them become better prepared for the future
Advisor
Danielle Scott
Committee Member
Megan Mahowald
Date of Degree
2024
Language
english
Document Type
Thesis
Degree
Master of Science (MS)
Program of Study
Communication Sciences and Disorders
Department
Health Science
College
Allied Health and Nursing
Recommended Citation
Hansen, Jacy. (2024). Preparing Students in Speech-Language Pathology Through a Diversity, Equity, and Inclusion Lens [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1417/
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