Revisiting Student Stories: Understanding Microaggressions and Interpersonal Conflict Within Speech-Language and...

Area of Science:

• Speech, Language, and Hearing Sciences (SLHS)
• Social Sciences
• Psychology

Background:

• Microaggressions (MAs) and interpersonal conflict (IC) are prevalent issues in academic and professional settings.
• Previous research has indicated the presence of MAs and IC in SLHS training programs.
• Understanding the experiences of students from diverse backgrounds is crucial for addressing systemic inequities.

Purpose of the Study:

• To investigate the prevalence and nature of microaggressions (MAs) and interpersonal conflict (IC) within speech, language, and hearing sciences (SLHS) training programs.
• To examine the relationship between marginalized identities and the experience of MAs and IC.
• To identify specific cultural and linguistic factors that predict the experience of particular types of MAs.

Main Methods:

• A quantitative study utilizing a 39-item electronic survey.
• The survey was distributed online to 236 current and former SLHS students via social media and email listservs.
• Data analysis included linear regression to explore the impact of marginalized identities on reported aggression.

Main Results:

• Students from both marginalized and nonmarginalized groups reported high levels of MAs and IC.
• A significant positive correlation was found between the number of marginalized identities reported and the level of experienced aggression.
• Specific cultural and linguistic identities were found to predict certain types of MAs, and MAs and IC were largely underreported.

Conclusions:

• Microaggressions and interpersonal conflict are quantifiable issues within SLHS training programs, affecting students across diverse backgrounds.
• There is an urgent need for interventions to address systemic inequities and promote inclusivity in SLHS.
• Fostering cultural competence and social justice is essential for creating equitable environments in SLHS professions.