Faculty of Color in Communication Sciences and Disorders: An Overdue Conversation

Mishra, Avinash; Núñez, Giselle; Tyson, Cara E.

doi:10.1044/2021_persp-20-00176

Cited by 9 publications

(2 citation statements)

References 18 publications

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“…ASHA (n.d.a) has publicly pledged to support diversity, equity, and inclusion as part of antiracist efforts. Oftentimes, these initiatives focus on recruitment and retention of BIPOC students and practitioners but not faculty (Mishra et al, 2021). In particular, publishing research is central for faculty to advance in the profession (Taffe & Gilpin, 2021).…”

Section: Inequity In Peer Review In Communication Sciences and Disordersmentioning

confidence: 99%

Inequity in Peer Review in Communication Sciences and Disorders

Girolamo

Castro

Fannin

et al. 2022

Am J Speech Lang Pathol

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Purpose: The American Speech-Language-Hearing Association (ASHA) has committed to advancing diversity, equity, and inclusion (DEI) by retaining and advancing Black, Indigenous, and people of color (BIPOC) individuals in the discipline of communication sciences and disorders (CSD), amid critical shortages of faculty to train the next generation of practitioners and researchers. Publishing research is central to the recruitment, retention, and advancement of faculty. However, inequity in peer review may systematically target BIPOC scholars, adding yet another barrier to their success as faculty. This viewpoint article addresses the challenge of inequity in peer review and provides some practical strategies for developing equitable peer-review practices. First, we describe the demographics of ASHA constituents, including those holding research doctorates, who would typically be involved in peer review. Next, we explore the peer-review process, describing how inequity in peer review may adversely impact BIPOC authors or research with BIPOC communities. Finally, we offer real-world examples of and a framework for equitable peer review. Conclusions: Inequity at the individual and systemic levels in peer review can harm BIPOC CSD authors. Such inequity has effects not limited to peer review itself and exerts long-term adverse effects on the recruitment, retention, and advancement of BIPOC faculty in CSD. To uphold ASHA's commitment to DEI and to move the discipline of CSD forward, it is imperative to build equity into the editorial structure for publishing, the composition of editorial boards, and journals content. While we focus on inequity in CSD, these issues are relevant to other disciplines.

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Section: Inequity In Peer Review In Communication Sciences and Disordersmentioning

confidence: 99%

Inequity in Peer Review in Communication Sciences and Disorders

Girolamo

Castro

Fannin

et al. 2022

Am J Speech Lang Pathol

View full text Add to dashboard Cite

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“…(a) the additional labor of mentoring BIPOC students; (b) being overburdened with service committees as the only BIPOC member; (c) being pushed to produce "excellent" research while also trying to convince others of the merits of inquiry that may be less traditional (e.g., Mishra et al, 2021). Therefore, addressing inequity in the peer review process is essential for developing immediate solutions to recruit and retain BIPOC faculty in the field of CSD; long-term goals might center on a critical evaluation of what the metrics are used to evaluate success of faculty (IN)EQUITY IN PEER REVIEW IN CSD 4 members (e.g., academic publishing).…”

Section: (In)equity In Peer Review In Communication Sciences and Disorders: A Tutorialmentioning

confidence: 99%

Inequity in peer review in communication sciences and disorders

Girolamo¹,

Castro²,

Fannin³

et al. 2021

Preprint

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Under review at the American Journal of Speech-Language Pathology. Purpose: The field of communication sciences and disorders (CSD) faces a critical shortage of faculty to train the next generation of practitioners and researchers, as well as of minorities from marginalized backgrounds. In parallel, the American Speech-Language-Hearing Association (ASHA) has committed to advancing diversity, equity, and inclusion by retaining and advancing Black, Indigenous, and People of Color (BIPOC) faculty in CSD. Given that publishing research is central to retention and advancement, this tutorial addresses the challenge of inequity in peer review and provides some practical strategies for developing equitable peer review practices.Method: We describe the demographics of ASHA constituents, including those holding research doctorates, who would typically be involved in peer review. Next, we explore the peer review process, describing examples from an ASHA journal to emphasize how inequity in peer review may adversely impact BIPOC authors or research with BIPOC communities. Finally, we offer real-world examples of and a framework for equitable peer review.Conclusions: Inequity at the individual and systemic levels in peer review can harm BIPOC CSD authors. Such inequity has effects not limited to peer review itself and exerts long-term adverse effects on the retention and advancement of BIPOC faculty in CSD. To uphold ASHA’s commitment to DEI and to progress the field of CSD, it is imperative to build equity into the editorial structure for publishing, the composition of editorial boards, and journals content. While we focus on inequity in the field of CSD, these issues are relevant to other fields.

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Diversity, Equity, and Inclusion Initiatives of Communication Sciences and Disorder Programs Across the United States

Stewart

Mishra

2022

Perspect ASHA SIGs

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Purpose: The purpose of this pilot study is to begin exploring the diversity, equity, and inclusion (DEI) initiatives being implemented by communication sciences and disorders (CSD) programs at various universities across the United States with the intent to guide and support future research studies. Method: Publicly available data of DEI initiatives used by CSD programs across the United States were utilized for this study. A three-step procedure was used to explore reported initiatives. First, responses were reviewed to determine whether the reported initiatives were focusing on diversity, equity, and/or inclusion. Second, each independent initiative was reviewed, and common themes were identified. Third, the reported impact of DEI initiatives on CSD programs was explored. Results: This study produced four major findings related to DEI initiatives in CSD programs: (a) The majority of CSD programs included in this study reported use of DEI initiatives focusing on inclusion; (b) CSD programs included in this study reported implementation of DEI initiatives that fall into seven themes; (c) CSD programs included in this study reported DEI initiative impact on students and a reduced number of programs reported impact on faculty, staff, and the community; and (d) the DEI initiatives of CSD programs included in this study appeared to vary according to university-level factors. Conclusions: There is a dearth of information relating to the use of DEI initiatives being implemented by CSD programs. The results of this pilot study can be used to implement future studies and programs with the ultimate goal of improving DEI in the fields of speech-language pathology and audiology.

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Faculty of Color in Communication Sciences and Disorders: An Overdue Conversation

Cited by 9 publications

References 18 publications

Inequity in Peer Review in Communication Sciences and Disorders

Inequity in Peer Review in Communication Sciences and Disorders

Inequity in peer review in communication sciences and disorders

Diversity, Equity, and Inclusion Initiatives of Communication Sciences and Disorder Programs Across the United States

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