This applied dissertation was designed to understand the experiences of Historically Black College/University speech-language pathologist supervisors and the integration of cultural competencies knowledge in their clinical support role with supervisees in the United States. Currently, there is a stark cultural difference between speech-language pathologists, audiologists, speech-language, and hearing scientists, and the populations that they serve. Eight percent of speech-language pathologists are from culturally and linguistically diverse populations (Lowell et al., 2018). Within the 8%, 3.6% are Black speech-language pathologists who are in practice (Member and Affiliate Profile, 2021). This qualitative phenomenology study of 10 Black/African American historically Black college/university speech-language pathologist supervisors sought to highlight the lived experiences of speech-language pathologist supervisors and cultural competence. Campina-Bacote’s (2002), The Process of Cultural Competence, is the theoretical framework that contributed to this study. The research questions brought about eight themes that emerged from the interviews. The findings expanded to include the lived experiences of speech-language pathologists and cultural competence. Lastly, it calls for cultural competence training by clinicians who are from culturally and linguistically diverse populations to give their account and add to the practice of speech-language pathology.
| Date of Award | Jan 1 2024 |
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| Original language | English |
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| Supervisor | Jennifer Quiñones Nottingham (Supervisor), Sherilyn Poole (Advisor) & Kimberly Durham (Advisor) |
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