Mentoring Underrepresented Students in Speech-Language Pathology: Effects of Didactic Training, Leadership Development, and Research Engagement.

Abstract

The purpose of this study was to implement and track the outcomes of a yearlong, structured mentoring program aimed at enhancing the retention and success of underrepresented graduate and undergraduate students in speech-language pathology. Student participants were recruited following an open application process and based on meeting eligibility requirements and committing to program completion. The focus of this program was to provide didactic training on leadership development, culturally responsive practice, and research methods used in speech-language pathology. This program emphasized participant needs assessments and goal-setting, access to one-on-one and group mentoring by peers and professionals, and a culminating experience in which participant teams completed a supervised clinical research project or a community outreach and education project. Forty-six participants in three cohorts completed the yearlong program in three consecutive years. Positive outcomes included program completion, degree completion, student perceptions of program benefit, completion of innovative community-engaged and research projects, and dissemination of scholarly work. Our findings from implementing this program and tracking its outcomes have implications for using innovative, equity-minded, and evidence-based strategies for retaining and mentoring minoritized students in speech-language pathology.