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Creating Community Through Affinity Groups for Minority Students in Communication Sciences and Disorders.

Carly C M Alicea¹, Rupert Everol Johnson¹

¹Nazareth College, Department of Communication Sciences and Disorders, Rochester, NY.

American Journal of Speech-Language Pathology

|August 31, 2021

Summary

An affinity group for minority students in communication sciences and disorders (CSD) programs at predominantly White institutions (PWIs) enhances belonging and academic success. This model encourages establishing similar groups to support underrepresented students nationwide.

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Area of Science:

Speech-Language Pathology
Audiology
Higher Education

Background:

Students from racial and ethnic backgrounds historically underrepresented in the American Speech-Language-Hearing Association (ASHA) often face challenges at predominantly White institutions (PWIs).
Affinity groups can foster a sense of belonging and provide crucial support for minority students in academic and clinical settings.

Purpose of the Study:

To describe an effective model for creating and sustaining an affinity group for underrepresented students in Communication Sciences and Disorders (CSD) programs at PWIs.
To encourage the establishment of similar affinity groups in CSD programs nationwide.

Main Methods:

The article details the structure and implementation of the Speech-Language Therapy & Audiology Minority Program (STAMP) at Nazareth College.
STAMP serves as both an affinity group and a mentorship program for undergraduate and graduate students, alumni, and professionals.

Main Results:

Participating students reported increased feelings of belonging within their CSD department and the institution.
The program provides a safe space for students to discuss their experiences as minorities at a PWI.
Students indicated that participation supports academic and clinical success and aids in stress management.

Conclusions:

Affinity groups like STAMP are effective in enhancing the sense of belonging, academic success, and well-being of underrepresented students in CSD programs at PWIs.
The described model can guide other institutions in establishing similar support systems.
These groups have the potential to facilitate constructive discussion and collective action on issues impacting minority students.