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Addressing and Enhancing Diversity in Academic Programs

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Addressing and Enhancing Diversity. Addressing ... What do we mean by Diversity? ... Performance on the Praxis Exam. Willingness to serve diverse populations ... – PowerPoint PPT presentation

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Title: Addressing and Enhancing Diversity in Academic Programs


1
Addressing and Enhancing Diversity in Academic
Programs
  • Vicki R. Deal-Williams
  • American Speech-Language-Hearing Association
  • CAPCSD April 25, 2002

2
What do we mean by Diversity?
  • The state or fact of being different--being of
    various kinds or forms
  • Enrollment
  • Faculty
  • Curriculum
  • Clients

3
Diversity?Culture ?Multicultural? Culturally and
Linguistically Diverse ?Minorities ?Racial/ethnic
?Bilingual ?...
4
Diversity is Inclusive
5
Diversity includes Culture
  • Values
  • Traditions
  • History
  • Attitudes
  • Behaviors
  • Beliefs
  • Practices
  • Norms

6
Culture
  • Shared rules for appropriate behaviors that are
    learned by an individual as a result of being a
    member of a group or community

7
Does Difference Make A Difference?
8
Rationale for Inclusion
  • Customization
  • Responsive to Market
  • Demographics
  • Double standard

9
Increasing Sensitivity
  • Providing explanations/rationale for changing
    behavior
  • Providing evidence that we need to change behavior

10
Issues related to Race/Ethnicity and Language
11
Race
  • US Census defines 4 racial groups
  • Whites
  • African Americans/Blacks
  • Asians
  • American Indians and Alaskan Natives
  • Also allows specification of Other Race

12
Ethnicity
  • Hispanic/Latino/Spanish population is defined by
    ethnic group
  • Mexican, Mexican American, Chicano
  • Puerto Rican
  • Cuban
  • Other (includes S. American and Central American
    groups)

13
US Population by Race
14
US Population by Ethnicity
15
2001 ASHA Membership by Race
16
2001 ASHA Membership by Ethnicity
17
CSD Faculty by Race/Ethnicity
18
Masters Students in CSD Programs by
Race/Ethnicity
19
What Do R/E Minority Students Tell Us?
  • Limited knowledge about the professions
  • Cant get into programs, even with good GPAs
  • Low GRE scores decrease chances for admission
  • Cant afford to stay in programs
  • Are singled out
  • Are left out

20
What Do R/E Minority Students Tell Us?
  • Are required to be the expert on their groups
    behavior
  • Are required to do more than other students in
    the program
  • Are setup to fail
  • Are given fewer resources
  • Are not given exceptions for reasonable life
    circumstances
  • Cant get clinical extern placements they want

21
What Do R/E Minority Faculty Members Tell Us?
  • Are required to be the expert on their groups
    behavior
  • Are held responsible for mentoring the minority
    students, teaching the multicultural classes,
    etc.
  • Are given fewer resources
  • Are left out
  • Co-workers are insensitive to cultural
    differences
  • Are setup to fail

22
Languages Spoken in US
23
Languages Spoken by ASHA Members
24
What do students who are English Language
Learners Tell Us?
  • They are not being allowed to complete clinical
    practicum
  • They are being required to take accent reduction
    classes
  • They are being subjected to therapy provided by
    their peers
  • They are being tracked into non-clinical programs

25
What Difference Does Race/Ethnicity Make?
  • Racial Makeup of the Professions
  • Issues in Admissions
  • Performance on the Praxis Exam
  • Willingness to serve diverse populations

26
Qualifications of ASHA members to provide
services to multicultural populations
27
Questions to ask Yourself
  • How much of what you teach do you expect to be
    generalizable to any given client? Is that
    reasonable?
  • What have you done to extend yourself to r/e
    minority faculty members?
  • How comfortable are you talking about cultural
    issues/variables?

28
Questions to Ask Yourself
  • What information/resources do you have in your
    area of expertise related to culturally and
    linguistically diverse populations? Do you know
    where to find that information?
  • How much discussion occurs in your classes on
    alternative assessment procedures, how to modify
    tests and report the use of tests with
    populations for which the test was not normed?

29
Questions to ask at the Program Level
  • How much of an opportunity do your students have
    to work with r/e minority or bilingual clients?
    How might we increase these opportunities?
  • Are you meeting the requirement to cover issues
    related to communication sciences and disorders
    across culturally diverse groups?
  • What are we doing to recruit students from
    diverse backgrounds?
  • Have we sought grant funds to recruit these
    students?

30
Questions to ask at the Program Level
  • What are we doing to keep those students we get
    into our programs?
  • What support do we have in place for students who
    may need to improve their standard English
    skills?
  • When was the last time we looked critically at
    our recruitment tools, materials, and methods, or
    course syllabi?
  • What have we done to recruit and welcome r/e
    minority faculty?

31
If you always do what youve always done Youll
always get what you always got
32
Your challenge--extends beyond sensitivity Change
Your Behavior
  • Take information to next level
  • Apply the rationale to identify strategies for
    change
  • Implement the strategies

33
Assumptions to help you meet that challenge
  • Your goals as Academicians
  • A--Cultural Competence in your role
  • B--Cultural Competence for the clinicians youre
    training is ultimate goal
  • A is a prerequisite to B

34
Cultural Competence The ability to think, feel,
and act in ways that acknowledge, respect, and
build upon variables of diversity
35
Principles of Cultural Competence
  • Every interaction occurs across cultural lines
  • Avoid stereotyping
  • Flexibility is critical
  • Partnership between all parties involved
  • Culture requires that our competence be dynamic

36
Steps Toward Cultural Competence
  • Self-awareness, self-evaluation, self-critique
  • Knowledge of culture-specific information
  • Skills that enable successful interaction
  • Mutually beneficial advocacy partnership
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