BARRIERS AND FACILITATORS TO DIVERSITY IN SPEECH-LANGUAGE PATHOLOGY

Abstract

The field of speech-language pathology (SLP) plays a critical role in diagnosing and treating communication disorders; however, it remains predominantly monolingual and monocultural despite serving an increasingly diverse U.S. population. With 90.3% of certified SLPs identifying as White (ASHA, 2024) and demographic projections indicating that less than half of the U.S. population will be White and non-Hispanic by 2060 (Vespa et al., 2021), the profession faces a pressing need to address disparities in representation, training, and service delivery. This study investigates the academic and professional experiences of minoritized students enrolled in undergraduate and graduate SLP training programs. Through qualitative inquiry, we explore how institutional structures, such as faculty diversity, affinity group support, and curriculum related to cultural and linguistic variation shape students' sense of belonging, access to mentorship, and preparedness to serve culturally and linguistically diverse populations. Findings highlight both structural barriers and key facilitators that influence students' trajectories, including limited exposure to language varieties in coursework, the underrepresentation of multicultural and bilingual clinicians, and the value of identity-affirming spaces. The study underscores the importance of embedding equity and cultural-linguistic responsiveness in clinical education to better align the profession with the needs of the communities it serves. Recommendations include targeted recruitment, curricular reform, and the cultivation of inclusive learning environments informed by student voices. Ultimately, this research contributes to ongoing efforts to diversify the SLP workforce and ensure equitable, high-quality care across language and cultural boundaries.