Assessing Barriers to Graduate School Admission for Applicants From Underrepresented Populations in a Master's Level
1Department of Communication Sciences and Disorders, University of Wisconsin-Eau Claire.
American Journal of Speech-Language Pathology
|February 8, 2022
Summary
The speech-language pathology graduate admissions process presents barriers for underrepresented students, including late applications and disparities in GPA and GRE scores. Addressing these issues is crucial for increasing diversity in the field.
Area of Science:
- Speech-language pathology graduate admissions
- Higher education access
- Diversity in healthcare professions
Background:
- The speech-language pathology field currently lacks diversity.
- Underrepresented groups, including students of color, first-generation students, and those from low socioeconomic backgrounds, face unique challenges in higher education.
- Identifying and mitigating barriers in graduate admissions is essential for promoting equity.
Purpose of the Study:
- To identify barriers within the speech-language pathology graduate school application process.
- To examine how these barriers disproportionately affect underrepresented student populations.
- To provide data-driven recommendations for improving admissions equity.
Main Methods:
- A retrospective review of graduate school applications was conducted.
- Quantitative methods were used to analyze application components and identify barriers.
- Applicants from underrepresented populations were compared to those from overrepresented populations.
Main Results:
- Underrepresented applicants were more likely to submit late or incomplete applications.
- Significant group differences were observed in Grade Point Average (GPA) and Graduate Records Examination (GRE) percentiles.
- Differential predictive validity was found, particularly for GRE percentiles, indicating varied performance impacts across groups.
Conclusions:
- The study identified quantitative evidence of barriers in the graduate admissions process for underrepresented students.
- These barriers contribute to the lack of diversity in speech-language pathology.
- Actionable steps are proposed to mitigate these identified barriers and enhance diversity.
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