Sociopolitical Implications to Consider When Working With the LGBTQIA+ Community

The purpose of this chapter is to discuss the sociopolitical landscape of gender and sexuality in order to assist speech-language pathologists (SLPs) in dismantling systems of oppression for LGBTQIA+ people. An overview of principles and best practices in working with LGBTQIA+ people is provided. The chapter defines terms related to LGBTQIA+ culture and practical recommendations for how to practice in ways that challenge culturally-constructed, oppressive gender and sexuality stereotypes and communicate affirmation and support to individuals of all genders and sexualities.

The Determinants of Health

The determinants of health have received substantial attention in the medical literature as recent evidence has shown that they play in vital role in general health and health-related outcomes. Despite the advancing literature, the field of communication sciences and disorders (CSD) has been slow in the both the consideration of the determinants of health as well as the measurement of commonly known determinants believed to influence clinical outcomes. The goal of this chapter is to explore the determinants of health and potential relationship to the study of communication disorders and the outcomes being measured.

Critical Race Theory for Speech-Language Pathology

Race has yet to be discussed as a significant factor in the field of speech-language pathology. Race is often conflated with nonmainstream dialects and discussed in purely linguistic terms. However, the terms we use to describe dialects are highly racialized, centering white mainstream norms and treating nonmainstream varieties of English as “different” and, therefore, inferior. Hierarchical thinking about language contributes to the misdiagnosis in Black and other communities of color because racialized language ideologies have been left unstated. This chapter demonstrates through a critical race theory approach how structural racism shapes the field's conceptualization of language and competence. Using an intersectional lens in particular, this chapter discusses race, disability, and language ideology as systems of domination that compound the effects of racism for communities of color. CRT is then used to reveal, critique, and intervene on the historically embedded racist structures that continue to manifest in speech-language pathology research, teaching, and practice today.

An Ethics-of-Care Approach to Developing Students' Antiracist Practice in SLP Curricula

There is a necessity for students to learn about multicultural multilingual (MM) content in speech-language-pathology curricula. One reason for doing so is personal motivation: an awareness of and commitment to developing competence in working with diverse clients. Awareness can grow given specific instructional experiences in the form of special projects that aim to build cross-cultural relationships with the goal of fostering empathy and compassion. This chapter provides a tutorial explaining one such instructional experience: the cross-cultural communication (CCC) project. Central to the project are face-to-face meetings and reflective journaling on topics including counteracting stereotypes and planning for culturally responsive service provision. Activities have antiracist intentions guided by the moral obligation to care for fellow human beings (as per ethics of care [EoC] theory). This chapter provides (1) theoretical underpinnings of the project, (2) procedures for its completion, and (3) description of a modification of the project for a language disorders course.

An Unequal Partnership

This chapter addresses what Rickford referred to as an unequal partnership between researchers and the researched. In this chapter, Rickford's assertion of an unequal partnership within the field of sociolinguistics is extended to the field of communication sciences and disorders (CSD). A summary of the CSD literature on the Black speech community identifies shortcomings, leading the authors to argue that more can be done to equalize the partnership between CSD researchers and the Black speech community. The authors make the case for the establishment of service-in-return as a general principle of CSD research – especially when the researched community is a minority, marginalized, or underserved community. Ideas of ways that researchers can give back to the researched communities are provided. The authors also suggest ways that researchers can foster a sense of civic responsibility in student researchers in order to usher in a new generation of researchers who are more committed than past generations to equalizing the partnership between researchers and researched communities.

Grassroots Organization and Justice Through Social Media

This chapter will provide the reader with information on the importance of grassroots organization in addressing social justice issues for speech-language pathologists (SLP). The authors provide background information on the use of social media to promote social justice efforts. The chapter also identifies and discusses the development and implementation of two online platforms that have been effective in raising awareness about the importance of diversity, advocacy, and social justice issues in the field of speech-language pathology. It provides the reader with important information on the issues and problems in the field of SLP that led to the development of the two online platforms and the processes involved with developing them. Finally, the chapter concludes with a description of previous and current goals and outcomes, along with future endeavors of both platforms and recommendations for others who are interested in using social media as a tool to transform professional environments to facilitate justice within the discipline and society.

The Power of Words

Recently, speech, language, and hearing sciences (SLHS) programs became increasingly aware of structural racism, inequity, and injustice in the professions and world. Although a consistent experience for many people of color, this current reality requires scholars and educators to interrogate concepts and employ more transformative concepts fitting for this new era. Concepts are the basis of thought, essential for communication, necessary for building knowledge, and the building blocks of theory. Critical theory was used to conduct a preliminary analysis of five concepts used in SLHS. The concepts were analyzed keeping in mind the historical, political, and cultural influences on how the concepts are used and understood in SLHS. The analysis revealed that these concepts were typically not defined in SLHS literature, and without collective critical reflection, the continued use of those concepts could lead to inequities and/or exclusion. Suggestions for more equitable concepts are provided.

Deconstructing the Three Pillars of Evidence-Based Practice to Facilitate Social Justice Work in Speech Language and Hearing Sciences

This chapter reviews the limitations of the evidence-based practice (EBP) framework adopted by American Speech Language Hearing Association for the field of speech, language, and hearing sciences (SLHS) in addressing systemic racism. The authors argue that a shift from a medically-based EBP model to a pluralistic EBP model would better serve the needs of black, indigenous, people of color (BIPOC) with communication impairments in the current sociopolitical landscape. The authors examine the three pillars of EBP through the lens of social justice work. They describe how the current EBP model limits the development of social justice work in SLHS. They describe the need to refine the EBP model by validating the contribution of qualitative research as scientific evidence, reevaluating the basis of clinical expertise in client-clinician cultural mismatch, and address the importance of integrating policy and culture in consideration of client and family preferences. These transformations are critical in light of the under-representation of BIPOC clinicians in the field of SLHS profession.

The Promise, Pitfalls, and Context of Restorative Justice

This chapter addresses the promises and pitfalls of restorative justice (RJ) practices for youth with communication disorders. This chapter begins with the historical context, the current zero-tolerance policies and other harsh, exclusionary discipline measures used in schools and (in)justice system, harming Black disabled students disproportionately. This chapter then addresses the promise of RJ as a way to challenge zero-tolerance while building inclusive communities that focus on the growth of young people in community. This chapter provides a step-by-step discussion of a restorative circle, a practice based on talking, listening, and processing emotions. Speech-language pathologists are called upon to learn about the promise of RJ, engage in restorative practices, and then utilize their specific knowledge of communication disorders to develop universal design circles so that youth with communication disorders and other invisible disabilities can be included and the promise of restorative justice fully realized.

Disproportionate Representation in Special Education and the Intersectionality of Race, Ethnicity, and Socioeconomic Status

Over 50 years ago, Dunn expressed concern that many children placed in special education classes were more likely children with mild learning problems from socially culturally diverse backgrounds rather than intellectually disabled. Further, Dunn described the then practices and policies as “morally and educationally wrong.” From this viewpoint, the chapter will use a multifactorial perspective to examine issues regarding disproportionate representation in special education, including communication sciences. Further, the chapter will discuss how these factors intersect with demographic variables such as the race, ethnicity, class, and home language of children with disabilities.