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Examining Sense of Belonging Among Undergraduate Students in Speech-Language Pathology: Student Experiences and Recommendations for Improvement.

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Τίτλος: Examining Sense of Belonging Among Undergraduate Students in Speech-Language Pathology: Student Experiences and Recommendations for Improvement.
Συγγραφείς: Ocampo, Alaine
Πηγή: Perspectives of the ASHA Special Interest Groups; Jun2026, Vol. 11 Issue 3, p823-835, 13p
Θεματικοί όροι: Speech therapists, Employee retention, Student assistance programs, Human services programs, Research funding, Undergraduates, Health occupations students, People of color, Descriptive statistics, College teachers, Mentoring, Diversity in the workplace, Social integration, Experience, Students, Communicative disorders, Thematic analysis, Race, Research methodology, Social networks
Γεωγραφικοί όροι: California
Περίληψη: Purpose: This study examined sense of belonging among undergraduate students in a communication sciences and disorders (CSD) program, investigating differences across demographic groups and underlying reasons for belonging experiences. Given persistent workforce diversity challenges in speech-language pathology and audiology, understanding belonging patterns is critical for supporting student retention and professional identity development. Method: A convergent mixed-methods design was employed with 25 undergraduate students enrolled in a speech-language pathology program at a Hispanic-Serving Institution in Southern California. Participants completed an eight-item Sense of Belonging Scale and open-ended questions about belonging experiences and improvement suggestions. Quantitative data were analyzed using descriptive statistics, whereas qualitative responses underwent thematic analysis guided by an intersectional framework. Results: Overall belonging was positive (M = 2.07 on a 4-point scale), with faculty-related dimensions representing the strongest responses (80%-84%). However, demographic differences emerged: Students who identified as White reported consistently stronger belonging compared to students of color, who showed greater variability in experiences. Students of color comprised 92.3% of respondents providing improvement suggestions, identifying systemic barriers including limited diversity representation and inadequate social connection opportunities. Conclusion: Although CSD programs demonstrate strengths in faculty mentorship, demographic differences in belonging experiences suggest need for targeted interventions addressing representation, social connection, and academic support to enhance retention and workforce diversity. [ABSTRACT FROM AUTHOR]
Copyright of Perspectives of the ASHA Special Interest Groups is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Examining Sense of Belonging Among Undergraduate Students in Speech-Language Pathology: Student Experiences and Recommendations for Improvement.
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  Data: Perspectives of the ASHA Special Interest Groups; Jun2026, Vol. 11 Issue 3, p823-835, 13p
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  Data: Purpose: This study examined sense of belonging among undergraduate students in a communication sciences and disorders (CSD) program, investigating differences across demographic groups and underlying reasons for belonging experiences. Given persistent workforce diversity challenges in speech-language pathology and audiology, understanding belonging patterns is critical for supporting student retention and professional identity development. Method: A convergent mixed-methods design was employed with 25 undergraduate students enrolled in a speech-language pathology program at a Hispanic-Serving Institution in Southern California. Participants completed an eight-item Sense of Belonging Scale and open-ended questions about belonging experiences and improvement suggestions. Quantitative data were analyzed using descriptive statistics, whereas qualitative responses underwent thematic analysis guided by an intersectional framework. Results: Overall belonging was positive (M = 2.07 on a 4-point scale), with faculty-related dimensions representing the strongest responses (80%-84%). However, demographic differences emerged: Students who identified as White reported consistently stronger belonging compared to students of color, who showed greater variability in experiences. Students of color comprised 92.3% of respondents providing improvement suggestions, identifying systemic barriers including limited diversity representation and inadequate social connection opportunities. Conclusion: Although CSD programs demonstrate strengths in faculty mentorship, demographic differences in belonging experiences suggest need for targeted interventions addressing representation, social connection, and academic support to enhance retention and workforce diversity. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of Perspectives of the ASHA Special Interest Groups is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=194459183
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        Value: 10.1044/2026_PERSP-25-00166
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        Text: English
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              Text: Jun2026
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              Y: 2026
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