Abstract

Speech-language pathologists work in a variety of settings that require savvy transitions between patients from many cultures and backgrounds. Graduate students may get little practice working with culturally and linguistically diverse populations depending upon where they perform their practicum and internships. Researchers at a mid-western university developed a survey to collect student perspectives regarding cultural competence. A single cohort received the survey at three intervals to track a change in responses from the beginning of their first year of graduate school through their clinical fellowship. Students took a Multicultural Issues class between their first and second survey responses. Data collected surveys were analyzed to discern whether there was a significant difference in student perceptions of their competence, knowledge, and beliefs from pre- to post-course responses. This paper attempts address changes in students' perceptions of working with culturally and linguistically diverse populations after completing the Multicultural Issues course.

Advisor

Bonnie Berg

Committee Member

Hsinhuei Chiou

Committee Member

Megan Mahowald

Date of Degree

2018

Language

english

Document Type

Thesis

Degree

Master of Science (MS)

Department

Speech, Hearing, and Rehabilitation Services

College

Arts and Humanities

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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