Abstract
There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models among alumni from diverse backgrounds, and 3) demonstrated the impact of support in academic outcomes and graduate admissions. Establishing strong emotional/moral support systems and role models with more extensive educational backgrounds is a key to academic success in CSD. Finding a university program in which one can maintain a sense of belonging is critical for retention of students. The study suggests that graduate programs offer multidimensional supportive environments which provide both financial assistance and mentorship programs with access to role models for students from underrepresented minorities, so they can achieve successful graduate admissions leading to a career in the field of CSD.
Recommended Citation
Fuse, A., & Bergen, M. (2018). The Role of Support Systems for Success of Underrepresented Students in Communication Sciences and Disorders. Teaching and Learning in Communication Sciences & Disorders, 2(3).
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Curriculum and Instruction Commons, Higher Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons, Student Counseling and Personnel Services Commons
