Student Experience Applying to Graduate School for Speech-Language Pathology

Abstract

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Considerations for Addressing the Needs of Culturally and Linguistically Diverse Speech-Language Pathology Praxis Test Takers

“…Additionally, there has been much controversy regarding biases within the GRE that negatively affect underrepresented groups, such as women, bilinguals, Hispanics, and other minorities (Kohnert, 2013;Pacheco et al, 2015;Roberts & Ostreko, 2018;Wilson et al, 2019). For these reasons, it is not surprising that CLD students find the GRE to be a barrier to admission (e.g., Sylvan et al, 2020). There is limited empirical support for the use of the GRE on academic performance in graduate school (Forrest & Naremore, 1998;Milner et al, 1984;Pacheco et al, 2015;Richardson et al, 2020;Roberts & Ostreko, 2018).…”

“…There is limited empirical support for the use of the GRE on academic performance in graduate school (Forrest & Naremore, 1998;Milner et al, 1984;Pacheco et al, 2015;Richardson et al, 2020;Roberts & Ostreko, 2018). Additionally, the competitive edge that non-CLD students have, because of their performance on the GRE, has compounded issues surrounding CLD students' need to submit multiple applications and, consequently, pay multiple application fees (Sylvan et al, 2020). This is particularly troubling given that CLD students are more likely than their non-CLD peers to come from low-income households and receive less financial support (Fuse, 2018).…”

“…The reduction of multiple applications and their associated fees could increase admission applications to more graduate programs, thus increasing the chances of CLD applicants being accepted to a graduate program. Prospective graduate students reported that applying to graduate programs could be easier if application processes were streamlined and fees for applications were lowered (Sylvan et al, 2020).…”

Preliminary evaluation of applicants to master's programs in speech-language pathology using vignettes and criteria from a holistic review process

“…Utilizing GPA as an indicator of applicant quality may give rise to bias. Despite emphasis on a near-perfect GPA, the GPA of admitted students to speech-language pathology master's programs is variable (Polovoy, 2014;Sylvan et al, 2020), in terms of average GPA of accepted students to U.S. master's programs (range: 3.14-3.97; CAPCSD & ASHA, 2020; Koay et al, 2016) and international grading systems (Michel et al, 2019).…”

“…Interpreting the resume or CV without considering the full array of factors that shaped the applicant may lead to lower ratings for CLD applicants, particularly those who are from less privileged backgrounds (Bastedo et al, 2018). Master's students in speechlanguage pathology have reported feeling overwhelmed by the application process, such that application materials may not fully align to program expectations (Sylvan et al, 2020). At the same time, many applicants to the health professions report receiving external help in preparing their applications (Albanese et al, 2003).…”