The Effects of Mentorship with Speech-Language Pathologists of Color on the Professional Readiness and Emotional Support of Undergraduate Speech-Language Pathology Students

Abstract

Background: A lack of emotional and professional support may be an obstacle to success for students in speech-language pathology (SLP). As students navigate the rigors of their academic programs, mentorship can provide opportunities for growth and development. This study investigated the ways in which undergraduate students were supported for further study and professional engagement in the profession after being provided with guidance from SLPs of color. Purpose: Using mentoring theory (Ragins & Kram, 2007) as a lens for data analysis, this qualitative study explored the ways in which professional mentors of color and their undergraduate proteges developed bidirectional discourses to help make meaning out of academic and professional concerns. Method: Eight undergraduate students, four self-identified White students (three women and one man) and four self-identified women of color were assigned to four female mentors of color. Participant interviews were employed to explore the ways in which students were prepared for future professional engagement following a short mentoring experience. Findings: Data suggested that students had a better understanding of the importance of excelling within academic pursuits as a result of their mentors helping to make practical connections to academic knowledge. Participants reported greater appreciation for issues related to diversity, equity, and inclusion and how they affect the professional of SLP. They acknowledged that the mentoring program provided them with a safe space for related discourses related to diversity, equity, and inclusion. Finally, participants shared obstacles to effective mentor/protegee interactions (e.g., scheduling concerns) and the creative ways in which they were able overcome such concerns (e.g., technological interactions and virtual spaces for meeting).