Faculty of Color, Bulletproof Souls, and Their Experiences in Communication Sciences and Disorders

Purpose: Audiology (AUD) and speech-language pathology (SLP) are White-dominated fields that operate within racist systems. Systemic racism has profoundly negative impacts on students and professionals who identify as Black, Indigenous, and people of color (BIPOC). This study explored the perceptions and experiences of systemic racism in BIPOC AUD and SLP graduate students as a means to promote antiracism efforts in the fields. Method: A national web-based survey was used to collect information from 46 graduate students. The survey included quantitative questions about systemic racism in the AUD and SLP fields as well as open-ended questions regarding the personal, professional, and client-related impacts of racism. Analyses aimed to characterize patterns first within the overall BIPOC sample and then within three disaggregated racial–ethnic groups (Asian, Black, and Latino/a) to characterize potential differences within the heterogeneous BIPOC category. Results: On quantitative questions, a substantial majority of BIPOC students selected options consistent with perceptions of systemic racism and White privilege. Qualitative questions yielded several themes related to the personal, professional, and client-related impacts of systemic racism from the perspective of BIPOC students, including reduced access to educational opportunities as well as clinical services, experiences with appearance-based discrimination as well as overt racism, and persistent underrepresentation with accompanying feelings of otherness. Disaggregation of responses suggested some differences in response patterns across racial–ethnic groups, which may warrant further investigation. Conclusions: The perspectives of AUD and SLP graduate students reinforce other reports of systemic racism in the fields. Multiple actions are warranted to instigate systemic change that supports graduate students, professionals, and clients of color. Supplemental Material: https://doi.org/10.23641/asha.24171513

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Mentoring Experiences of Faculty of Color in Communication Sciences and Disorders

Muñoz

Horton

Johnson

2023

Perspect ASHA SIGs

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Purpose: The purpose of this study was to examine the experiences of faculty of color (FOC) in communication sciences and disorders (CSD) with a specific emphasis on mentoring or being mentored during doctoral training and as faculty. FOC experience a number of unique obstacles to achieve success in higher education, often as a result of engaging in predominantly white spaces at the university or broader professional levels. Mentoring is a commonly recommended strategy for the recruitment and retention of FOC; however, little is known about the mentoring experiences of FOC in CSD. Method: Sixteen FOC, primarily women in tenure-track positions, provided 46- to 60-min semistructured interviews related to their experiences in academia. Interviews were transcribed, and for the purposes of this study, comments related to mentoring were identified and coded. A narrative thematic analysis was used to generate themes and subthemes evident in the interviews. Results: Six themes emerged from the data analysis: types of mentoring, cultural dynamics of mentoring, institutional support, motivation, ineffective mentoring, and effective mentoring. While participants chose to emphasize different aspects of their experiences as FOC, the importance of mentoring was notable and there were marked similarities in their experiences with mentoring. Conclusions: The data in this study indicated that mentoring plays an important role in shaping one's career success and trajectory in the discipline and the academy. A number of conclusions and recommendations were drawn from the experiences shared by the FOC. Recommendations include creating an environment to talk about mentoring, formally developing mentoring programs, and providing support and structure to guide mentoring relationships.

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Faculty of Color, Bulletproof Souls, and Their Experiences in Communication Sciences and Disorders

Cited by 4 publications

References 36 publications

Voices unheard: A clarion call for transforming communication sciences and disorders

Voices unheard: A clarion call for transforming communication sciences and disorders

Perceptions of Racism Among Graduate Students of Color in Audiology and Speech-Language Pathology

Mentoring Experiences of Faculty of Color in Communication Sciences and Disorders

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