Examining Inclusion in Speech-Language Pathology Graduate Programs Through Minoritized Students' Advice to a Peer

Abstract

Purpose: Speech-language pathology graduate programs exist within societal structures with uneven distribution of social goods (i.e., tangible and intangible concepts of value). As programs strive to increase inclusion of minoritized students, minoritized students' advice to a peer provides insight into their access to social goods and their use of agency to meet their goals. This study examined minoritized students' peer advice to inform graduate programs. Method: Peer advice about inclusion was solicited from 104 minoritized students in speech-language pathology graduate programs across 28 states as part of a larger survey. One open-ended question specifically asked participants to offer advice to another minoritized student about inclusion in their speech-language pathology graduate program. Qualitative analysis of themes used manual in vivo coding with regular audit memos. Focused analysis on verbs within discourse was also used to determine how the themes related to social goods and student agency. Results: Analysis of themes revealed a graduate school environment where minoritized students could anticipate the loss of social goods (e.g., lack of information, devaluing of identities, and limited relationships). Students used both personal agency to mitigate these losses and collective agency to frame diversity as an asset for clinical practice while supporting each other through a shared understanding of lived experiences. Conclusions: Strategies that may help increase inclusion for minoritized students in speech-language pathology graduate programs are offered. Strategies address students' emotional well-being, education in the service of communities, peer relationships, and valuing diversity.