A Proposed Framework for Increasing Racial and Ethnic Diversity in Communication Sciences and Disorders Academic Programs: The REAP Model

Autor/inn/en	Mohapatra, Bijoyaa; Mohan, Ranjini
Titel	A Proposed Framework for Increasing Racial and Ethnic Diversity in Communication Sciences and Disorders Academic Programs: The REAP Model
Quelle	In: Perspectives of the ASHA Special Interest Groups, 6 (2021) 4, S.755-767 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohapatra, Bijoyaa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-473X
Schlagwörter	Student Diversity; Racial Differences; Ethnicity; Socioeconomic Status; Student Recruitment; Inclusion; Disproportionate Representation; Minority Group Students; Institutional Cooperation; Academic Support Services; Student Financial Aid; Teacher Student Relationship; Peer Influence; Program Evaluation; Communication Disorders; Speech Language Pathology; Allied Health Occupations Education; Allied Health Personnel; Higher Education; College Readiness; Cultural Influences; College Admission; Elementary Secondary Education; Admission Criteria; Training; Consciousness Raising; Academic Persistence; School Holding Power; Mentors; Barriers + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Inklusion; Institute; Co-operation; Cooperation; Institut; Kooperation; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Programme evaluation; Programmevaluation; Kommunikationsstörung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural influence; Kultureinfluss; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Ausbildung; Bewusstseinsbildung
Abstract	Purpose: Despite the growing clinical and research advances in communication sciences and disorders (CSD), health disparities persist by race/ethnicity and socioeconomic status among patients. A diverse CSD workforce can improve access to services and reduce health care disparities for diverse populations. Increasing diversity of the workforce begins with recruiting and training a diverse student body in CSD academic programs. In the absence of relevant literature in CSD, the primary objective of this tutorial is to introduce readers to successful diversity and inclusion programs in health-related disciplines such as nursing, medicine, rehabilitation sciences, public health, and clinical psychology, as well as provide recommendations for developing a racially and ethnically diverse and inclusive CSD academic program. Conclusions: We group the evidence from other health-related academic programs for increasing diversity and inclusion under three headings: (1) recruitment; (2) inclusion; and (3) retention of underrepresented racial and ethnic minority (UREM) students. Based on this information, we have designed the Recruit-Equip-Access-Progress model to illustrate the strategies for a diverse and inclusive CSD training program. We recommend the following for UREM students in this model: (1) developing pipeline programs, institutional partnerships, and holistic admissions reviews; (2) equipping students with academic and financial supports; (3) providing students access to faculty and peer mentors; and (4) evaluating outcomes and processes associated with student and program success. Given the limited literature concerning successful diversity initiatives in our field, we encourage administrators and educators to implement these strategies, systematically evaluate the outcomes, and publish the results for other programs to adopt. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 800-638-8255; Fax: 301-296-8580; e-mail: perspectives@asha.org; https://perspectives.pubs.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01