Perceptions of Racism and Racial Privilege Among Speech Pathology and Audiology Graduate Students

Abstract

Within the fields of speech-language pathology and audiology, cultural responsiveness plays an integral role in ethical and successful service delivery. A key component of cultural responsiveness is assessment of cultural biases, including an understanding and acknowledgement of racial disparities and privilege. A 2013 survey of graduate students in speech-language pathology and audiology indicated that the majority of surveyed students viewed racial disparities and the effects of White privilege as minimal within the field (Ebert, 2013). This study builds on Ebert (2013), aiming to analyze how student perceptions of racial privilege have changed over time, as well as expanding to assess perceptions on systemic racism. A web-based survey was distributed to graduate students in speech-language pathology and audiology programs across the country. The survey contained a combination of repeat questions from Ebert (2013), to assess potential change over time, as well as novel questions to address perceptions on systemic racism within the fields. Both close-ended and open-ended questions were utilized, allowing for both quantitative and qualitative analyses of results. In total, 150 responses were included in analysis. Results of this study indicate that the majority of students in speech-language pathology and audiology graduate programs have at least a basic level of awareness and acknowledgement of White privilege and systemic racism. For responses that did not indicate this basic level of awareness, the most common viewpoint reflected was color blindness. A total of 34 themes were identified in qualitative analyses; the most common themes were reflections on the impact of racial privilege and systemic racism on quality of services, access and opportunities, and clinician-client mismatch. A significant increase in awareness regarding White privilege was noted when White students from Ebert (2013) and White students from the current study were compared. Revisiting these questions more than half a decade later provides insight into current perceptions among prospective professionals, how they differ from student perceptions in the past, and identifies potential areas of need for further training in regard to cultural responsiveness.