Abstract
At this time just under 8% of the speech-language pathologists in the United States identify themselves as minorities (ASHA, 2016a) despite the efforts of the American Speech-Language-Hearing Association to increase diversity. African Americans are poorly represented in the field at 3% of the membership (ASHA, 2016a). In order to identify potential mechanisms for increasing the diversity of the field, 11 African American Speech-Language Pathologists were asked to provide recommendations for improving African American student retention in speech-language pathology undergraduate and graduate educational programs. Participants offered recommendations for how to increase the success rate of African American students in speech-language pathology programs, including providing culturally competent and caring mentorship, co-mentoring opportunities in educational programs, and connections to critical resources.
DOI
doi.org/10.30707/TLCSD2.3Ginsberg2
Recommended Citation
Ginsberg, Sarah M.
(2018)
"Increasing African American Student Success in Speech-Language Pathology Programs,"
Teaching and Learning in Communication Sciences & Disorders: Vol. 2:
Iss.
3, Article 5.
DOI: doi.org/10.30707/TLCSD2.3Ginsberg2
Available at:
https://ir.library.illinoisstate.edu/tlcsd/vol2/iss3/5
