Title:
Training Speech-Language Pathology graduate students in anti-racist praxis
Author:
Mairin A. Srygley
Thesis Advisor:
Janet Preis
Committee Member:
Theresa Alexander
Committee Member:
Brianne Roos
Committee Member:
Marie Kerins
Committee Member:
Steve Fowl
Degree Granting Institution:
Loyola University Maryland--College of Arts and Sciences
Place:
Baltimore (Md.)
Publisher:
Loyola Univeristy Maryland
Date Created:
2021
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
There appears to be no literature documenting attempts to train speech-language pathology (SLP) graduate students in racial equity issues and anti-racist service delivery despite empirical support for training in the fields of social work, education, medicine, and other human services professions. This thesis presents the findings of a quasiexperimental research investigation of an anti-racism pilot training program for 38 SLP graduate students at a predominantly White institution. The paper interrogates the relevance of teaching speech-language pathologists (SLPs) about anti-racism, evaluates the application of anti-racism training best practices in a SLP graduate program context, and explores methods of assessing anti-racism training learning outcomes. All students participated in a six-session anti-racism training that explored foundational terminology of anti-racism, the history of anti-Blackness in the United States and healthcare, and applying anti-racism to clinical practice by using culturally-sustaining pedagogy as an anti-racist strategy. In addition, 14 of the 38 participants completed a seven-session peer mentorship program to extend the training experience over a longer period of time and provide a space for cooperative learning and problem-solving. The quantitative evidence presented in this paper triangulates direct and indirect assessment data on knowledge, skills, and attitudinal change and uses parametric and non-parametric statistical tests to measure at two time intervals (before and after the semester) within the whole participant group and between experimental and control groups. Preliminary findings from indirect measures (i.e., surveys) indicate all participants reported statistically significant increases of anti-racist awareness, knowledge, and skills with direct measures (i.e., treatment plans) indicating that participation in the peer mentorship program contributed to greater anti-racist clinical skills. The data presented in this paper suggests that it is possible to measure how teaching anti-racism to SLP graduate students can lead to knowledge, skills, and attitudinal change. Ultimately, this paper proposes a change in the field of SLP, urging SLPs to no longer engage in a professional culture of silence but rather to engage in critical awareness of the racial dynamics of society that affect SLP clinicians and clients every day.
Subject:
Electronic dissertations
Subject:
Academic theses
Degree:
Master of Science
Level:
Master
Discipline:
Speech-Language Pathology
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
SrygleyMA-21
