A Model for Enhancing Diversity, Equity, Inclusion and Belonging in a Speech Pathology and Audiology Program
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| Title: | A Model for Enhancing Diversity, Equity, Inclusion and Belonging in a Speech Pathology and Audiology Program |
|---|---|
| Language: | English |
| Authors: | Elizabeth Oommen, Peggy Joy Goetz, Brian M. Kreisman, Megan Nickelson, Morgan Bykerk |
| Source: | Journal for Multicultural Education. 2026 20(1):55-66. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Diversity Equity and Inclusion, Higher Education, Case Studies, Audiology, Professional Education, Inclusion, Mentors, Sense of Belonging, Capacity Building, Peer Relationship, Cultural Awareness, Cultural Education, Communities of Practice |
| Geographic Terms: | Michigan |
| DOI: | 10.1108/JME-01-2025-0021 |
| ISSN: | 2053-535X |
| Abstract: | Purpose: The purpose of this paper is to provide details of three initiatives within the Speech Pathology and Audiology Department (SPAUD) at Calvin University. SPAUD recognized the need for initiatives that focused on intentionally enfolding and supporting Black, Indigenous and People of Color, international and third culture students in a competitive major like communication sciences and disorders (CSD). These initiatives focused on diversity, equity, inclusion and belonging practices, specifically: to support retention and empowerment of students through peer mentoring and small group meetings and to equip the department to empower faculty and students to thrive together in the program and in their vocation through capacity-building. Design/methodology/approach: This is a case study paper outlining three initiatives aimed at creating a departmental community that is inclusive and builds skills for engaging across lines of difference. Findings: Students interviewed from the peer mentoring program reported an increased sense of belonging. The capacity-building workshops have been well-attended, and there is an overall positive trend toward increased understanding and appreciation of faculty, students and clients from different backgrounds. Students and faculty who participated in the small group community were able to share their joys and challenges regarding the program as well as provide feedback on what might be further improved. Originality/value: The initiatives presented in this case study paper provide an original model for increasing retention and empowerment and for capacity-building to equip all faculty and students to thrive together within a CSD program, with the aim that other programs can adapt this model to meet the needs of their constituents. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502716 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this paper is to provide details of three initiatives within the Speech Pathology and Audiology Department (SPAUD) at Calvin University. SPAUD recognized the need for initiatives that focused on intentionally enfolding and supporting Black, Indigenous and People of Color, international and third culture students in a competitive major like communication sciences and disorders (CSD). These initiatives focused on diversity, equity, inclusion and belonging practices, specifically: to support retention and empowerment of students through peer mentoring and small group meetings and to equip the department to empower faculty and students to thrive together in the program and in their vocation through capacity-building. Design/methodology/approach: This is a case study paper outlining three initiatives aimed at creating a departmental community that is inclusive and builds skills for engaging across lines of difference. Findings: Students interviewed from the peer mentoring program reported an increased sense of belonging. The capacity-building workshops have been well-attended, and there is an overall positive trend toward increased understanding and appreciation of faculty, students and clients from different backgrounds. Students and faculty who participated in the small group community were able to share their joys and challenges regarding the program as well as provide feedback on what might be further improved. Originality/value: The initiatives presented in this case study paper provide an original model for increasing retention and empowerment and for capacity-building to equip all faculty and students to thrive together within a CSD program, with the aim that other programs can adapt this model to meet the needs of their constituents. |
|---|---|
| ISSN: | 2053-535X |
| DOI: | 10.1108/JME-01-2025-0021 |
