As speech-language pathology graduate programs strive to serve the needs of a diverse student population, students from marginalized backgrounds have unique insights into factors that promote inclusion based on their own lived experiences. Students from marginalized backgrounds may face barriers within both the higher education system and their graduate programs. This session will present findings of a national survey on the experiences of inclusion for SLP graduate students across multiple identities, specifically racially and ethnically diverse backgrounds, low socio-economic status, gender, LGBTQ, and disability. I will describe findings of qualitative analysis of themes within student experiences, recommendations for inclusive practices, and ways for faculty to implement changes within programs.
Learning Objectives:
Describe factors that promote inclusion for students with marginalized identities in SLP graduate programs
Identify methods to increase inclusion across educational and community settings during the graduate school experience
Examine faculty roles and actionable steps to increase inclusion
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