Culturally diverse attitudes and beliefs of students majoring in speech-language pathology

Abstract

Purpose: Academic education in speech-language pathology should prepare students to provide professional services that mirror current knowledge, skills, and scope of practice in a pluralistic society. This study seeks to examine the impact of speech-language pathology (SLP) students prior multicultural experiences and previous formal education on attitudes and beliefs toward language diversity. Methods: A survey to investigate SLP students attitudes toward language diversity was applied. After the research study and instructions to complete the consent form questionnaire was presented by a research assistant, an announcement was given by a graduate student who speaks English as a second language with an accent. The participants then completed a questionnaire containing questions related to attitudes about the presentation of the announcement in particular and toward language diversity in general. Results: Responses suggested a relationship between self-reported cultural bias and ability to concentrate on speech with an accent, and the extent of interaction with individuals from a cultural and linguistic diverse (CLD) background. Additional outcomes revealed that cultural bias may be predicted by factors related to amount of CLD exposure. Conclusion: Results of this study indicated critical areas that need to be considered when developing curricula in speech-language pathology programs. The results will be useful in determining procedures applicable in larger investigations, and encourage future research on attitudes and beliefs toward aspects of cultural diversity.CoDAS 2016;28(5):533-545 Franca MC, Smith LMC, Nichols JL, Balan DS 534

Multiculturalism to Diversity: Implications from an SLP’s Journey

“…As of 2018, articles are appearing in our discipline that speak of human rights as opposed to civil rights; cultural-linguistic diversity (Farrugia-Bernard, 2018;Quach & Piz-Tzu, 2017) as opposed to multiculturalism with affirmation of racial-ethnic minorities (Baptiste & Michal, 2004;Burgess, et al, 1989;Chow, 2014); and identification of bias in professional attitudes as opposed to direct and observable acts of discrimination (Franca, Smith, Nichols, & Balan, 2016). The issues we currently study are harder to address than in past years.…”