Abstract
Few qualitative research papers detail the experiential narratives of communication sciences and disorders (CSD) students from historically marginalized racial and ethnic (HMRE) groups, especially Doctor of Audiology (Au.D.) students. This study examined the educational experiences of Au.D. students from HMRE groups. A mixed methods design including a survey (n = 28) and journal narratives (n = 9) was used. Qualitative analysis of survey questions and journal entries revealed five themes: Wellness Management, Presence of Stressors, Significance of Representation, Discrimination Experiences, and Diversity Initiatives. Participant narratives revealed academic and clinical experiences are often influenced by racial and ethnic identity and the intersection of these and other social identities. This study indicates CSD graduate programs present barriers to the inclusion of HMRE students, who could benefit from inclusive and welcoming learning environments.
Recommended Citation
Golding, A. S.,
Emanuel, D. C.,
Ringgold, I.,
&
Weston, A.
(2025).
Academic and Clinical Experiences of Au.D. Students who Identify as Members of Historically Marginalized Racial and Ethnic (HMRE) Groups.
Teaching and Learning in Communication Sciences & Disorders, 9(1).
DOI: https://doi.org/10.61403/2689-6443.1345
