Self-Reported Perspectives on Cultural Competence Education in Speech-Language Pathology

Abstract

Purpose: Only 8% of American Speech-Language-Hearing Association (ASHA) members identify as members of an underrepresented racial group (ASHA, 2021); hence, little is known of the lived experiences and perspectives of these members. Critical investigation of cultural competence in the clinical education and training of speech-language pathologists (SLPs) can illuminate problems and solutions with existing frameworks and provide innovative pedagogical approaches to teaching and learning. The researcher's goal was to document the knowledge and lived experiences of SLPs from cross-cultural perspectives to meaningfully critique and evolve practice standards. Method: Using self-reported perspectives in narrative case study approach, four SLPs from cross-cultural backgrounds engaged with the researcher in dialogic interviews. The interview audio recordings were transcribed and coded for themes that reflected the lived experiences and realities of the collaborators. Results: The findings suggest that (a) this group of SLPs had critical and contrary perspectives on instruction and training in cultural competence, (b) their lived experiences through their interpersonal environments largely influence their clinical decision-making, and (c) they learned to navigate cross-cultural perspectives in their graduate education mostly through comparative framings (i.e., language difference vs. language disorder). Conclusion: The data gathered from the self-reported perspectives of SLPs in this study can serve as preliminary reference for future qualitative research on how curriculum and training frameworks may shift to support both underrepresented practitioners of color, the diverse populations SLPs serve and provide guidance for nuanced discussions of systemic factors that can impact research, teaching, and practice in the field.