A Proposed Framework for Increasing Racial and Ethnic Diversity in Communication Sciences and Disorders Academic Programs: The REAP Model.
Purpose: Despite the growing clinical and research advances in communication sciences and disorders (CSD), health disparities persist by race/ethnicity and socioeconomic status among patients. A diverse CSD workforce can improve access to services and reduce health care disparities for diverse popul...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 6; no. 4; pp. 755 - 768 |
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| Autores principales: | , |
| Formato: | tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=152027996&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 152027996 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Aug2021 vid: 6 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 152027996 152027996 152027996 10.1044/2021_PERSP-20-00285 152027996 ppf: 755 ppct: 13 formats: fmt: @attributes: type: P tig: atl: A Proposed Framework for Increasing Racial and Ethnic Diversity in Communication Sciences and Disorders Academic Programs: The REAP Model. aug: au: Mohapatra, Bijoyaa Mohan, Ranjini affil: Department of Communication Disorders, New Mexico State University, Las Cruces sug: subj: Communicative Disorders Education Cultural Diversity Conceptual Framework Workforce Health Care Delivery ab: Purpose: Despite the growing clinical and research advances in communication sciences and disorders (CSD), health disparities persist by race/ethnicity and socioeconomic status among patients. A diverse CSD workforce can improve access to services and reduce health care disparities for diverse populations. Increasing diversity of the workforce begins with recruiting and training a diverse student body in CSD academic programs. In the absence of relevant literature in CSD, the primary objective of this tutorial is to introduce readers to successful diversity and inclusion programs in health-related disciplines such as nursing, medicine, rehabilitation sciences, public health, and clinical psychology, as well as provide recommendations for developing a racially and ethnically diverse and inclusive CSD academic program. Conclusions: We group the evidence from other health-related academic programs for increasing diversity and inclusion under three headings--(a) recruitment, (b) inclusion, and (c) retention of underrepresented racial and ethnic minority (UREM) students. Based on this information, we have designed the Recruit-Equip-Access-Progress model to illustrate the strategies for a diverse and inclusive CSD training program. We recommend the following for UREM students in this model--(a) developing pipeline programs, institutional partnerships, and holistic admissions reviews; (b) equipping students with academic and financial supports; (c) providing students access to faculty and peer mentors; and (d) evaluating outcomes and processes associated with student and program success. Given the limited literature concerning successful diversity initiatives in our field, we encourage administrators and educators to implement these strategies, systematically evaluate the outcomes, and publish the results for other programs to adopt. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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