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The Importance of Ethnically and Racially Underrepresented Faculty in Creating a Sense of Belonging for Black Students in Speech-Language Pathology.

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Title: The Importance of Ethnically and Racially Underrepresented Faculty in Creating a Sense of Belonging for Black Students in Speech-Language Pathology.
Authors: Roberson-Middleton, Erica1 erobers2@montevallo.edu, Lee-Holloway, Shanna Caprice2, Jocelyn, Jessica3
Source: Perspectives of the ASHA Special Interest Groups. Feb2026, Vol. 11 Issue 1, p229-237. 9p.
Subject Terms: *Education of minorities, *Minority students, *Group identity, *College teachers, *Attitude (Psychology), *Cultural pluralism, *Educational attainment, Accreditation, African Americans, Prejudices, Speech therapy education, Cultural competence, Mentoring, Racism, Microaggressions, Professional-student relations
Abstract: Purpose: In higher education, there remains a scarcity of ethnically and racially underrepresented faculty. The National Center for Education Statistics reported that there were 1.5 million full-time faculty at colleges and universities in the United States. Approximately 74% of full-time faculty were White, and 26% were faculty of color. Compared to these national statistics, there is even less (approximately 16%) racial and ethnic diversity among speech-language pathology faculty. Method: Through a comprehensive literature review and drawing from personal experiences of speech-language pathology faculty members from ethnically and racially underrepresented groups, the article aims to shed light on connections between ethnically and racially underrepresented faculty members' presence and engagement in communication sciences and disorders programs and Black students' recruitment and retention. Conclusion: Speech-language pathology academic leadership teams should intentionally allocate their current resources to not only prepare students for a diverse world but also prepare academic training programs to attract and sustain racially and ethnically diverse students and future clinicians. [ABSTRACT FROM AUTHOR]
Copyright of Perspectives of the ASHA Special Interest Groups is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Importance of Ethnically and Racially Underrepresented Faculty in Creating a Sense of Belonging for Black Students in Speech-Language Pathology.
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  Data: <searchLink fieldCode="JN" term="%22Perspectives+of+the+ASHA+Special+Interest+Groups%22">Perspectives of the ASHA Special Interest Groups</searchLink>. Feb2026, Vol. 11 Issue 1, p229-237. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+of+minorities%22">Education of minorities</searchLink><br />*<searchLink fieldCode="DE" term="%22Minority+students%22">Minority students</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Accreditation%22">Accreditation</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Prejudices%22">Prejudices</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+therapy+education%22">Speech therapy education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+competence%22">Cultural competence</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Microaggressions%22">Microaggressions</searchLink><br /><searchLink fieldCode="DE" term="%22Professional-student+relations%22">Professional-student relations</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: In higher education, there remains a scarcity of ethnically and racially underrepresented faculty. The National Center for Education Statistics reported that there were 1.5 million full-time faculty at colleges and universities in the United States. Approximately 74% of full-time faculty were White, and 26% were faculty of color. Compared to these national statistics, there is even less (approximately 16%) racial and ethnic diversity among speech-language pathology faculty. Method: Through a comprehensive literature review and drawing from personal experiences of speech-language pathology faculty members from ethnically and racially underrepresented groups, the article aims to shed light on connections between ethnically and racially underrepresented faculty members' presence and engagement in communication sciences and disorders programs and Black students' recruitment and retention. Conclusion: Speech-language pathology academic leadership teams should intentionally allocate their current resources to not only prepare students for a diverse world but also prepare academic training programs to attract and sustain racially and ethnically diverse students and future clinicians. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Perspectives of the ASHA Special Interest Groups is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191474942
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        Value: 10.1044/2025_PERSP-25-00014
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 9
        StartPage: 229
    Subjects:
      – SubjectFull: Education of minorities
        Type: general
      – SubjectFull: Minority students
        Type: general
      – SubjectFull: Group identity
        Type: general
      – SubjectFull: College teachers
        Type: general
      – SubjectFull: Attitude (Psychology)
        Type: general
      – SubjectFull: Cultural pluralism
        Type: general
      – SubjectFull: Educational attainment
        Type: general
      – SubjectFull: Accreditation
        Type: general
      – SubjectFull: African Americans
        Type: general
      – SubjectFull: Prejudices
        Type: general
      – SubjectFull: Speech therapy education
        Type: general
      – SubjectFull: Cultural competence
        Type: general
      – SubjectFull: Mentoring
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Microaggressions
        Type: general
      – SubjectFull: Professional-student relations
        Type: general
    Titles:
      – TitleFull: The Importance of Ethnically and Racially Underrepresented Faculty in Creating a Sense of Belonging for Black Students in Speech-Language Pathology.
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            NameFull: Lee-Holloway, Shanna Caprice
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            – D: 01
              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
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