Examining Inclusion in Speech-Language Pathology Graduate Programs Through Minoritized Students' Advice to a Peer.
Purpose: Speech-language pathology graduate programs exist within societal structures with uneven distribution of social goods (i.e., tangible and intangible concepts of value). As programs strive to increase inclusion of minoritized students, minoritized students' advice to a peer provides insight...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 8; no. 4; pp. 693 - 712 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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American Speech-Language-Hearing Association
Aug2023
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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=169983821&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 169983821 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: Aug2023 vid: 8 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 169983821 169983821 169983821 10.1044/2023_PERSP-22-00226 169983821 ppf: 693 ppct: 19 formats: fmt: @attributes: type: P tig: atl: Examining Inclusion in Speech-Language Pathology Graduate Programs Through Minoritized Students' Advice to a Peer. aug: au: Roberts, Teresa M. affil: Department of Speech and Hearing Sciences, Portland State University, OR sug: subj: Education, Speech-Language Pathology United States Education, Graduate Minority Groups Psychosocial Factors Peer Group Students, Graduate Psychosocial Factors Communication Interpersonal Relations Human Surveys Open-Ended Questionnaires Qualitative Studies Thematic Analysis In Vivo Studies Discourse Analysis Learning Environment Life Experiences Student Experiences Psychological Well-Being Mainstreaming (Education) Race Factors Socioeconomic Factors Sex Factors LGBTQ+ Persons Persons with Disabilities Nonbinary Persons Transgender Persons Male Female United States Male Female ab: Purpose: Speech-language pathology graduate programs exist within societal structures with uneven distribution of social goods (i.e., tangible and intangible concepts of value). As programs strive to increase inclusion of minoritized students, minoritized students' advice to a peer provides insight into their access to social goods and their use of agency to meet their goals. This study examined minoritized students' peer advice to inform graduate programs. Method: Peer advice about inclusion was solicited from 104 minoritized students in speech-language pathology graduate programs across 28 states as part of a larger survey. One open-ended question specifically asked participants to offer advice to another minoritized student about inclusion in their speechlanguage pathology graduate program. Qualitative analysis of themes used manual in vivo coding with regular audit memos. Focused analysis on verbs within discourse was also used to determine how the themes related to social goods and student agency. Results: Analysis of themes revealed a graduate school environment where minoritized students could anticipate the loss of social goods (e.g., lack of information, devaluing of identities, and limited relationships). Students used both personal agency to mitigate these losses and collective agency to frame diversity as an asset for clinical practice while supporting each other through a shared understanding of lived experiences. Conclusions: Strategies that may help increase inclusion for minoritized students in speech-language pathology graduate programs are offered. Strategies address students' emotional well-being, education in the service of communities, peer relationships, and valuing diversity. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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