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Dissertation/Thesis Abstract

Multicultural infusion in the communication sciences and disorders curriculum: A case study
by Toliver-Smith, Andrea, Ph.D., University of Arkansas for Medical Sciences, 2014, 102; 3621721
Abstract (Summary)

The purpose of this study was to investigate how instructors at a Historically Black College or University (HBCU) infuse multicultural information into their curriculum, as well as to explore their students' perceptions of their own cultural competence as a result of the multicultural instruction. This mixed-design study combines both qualitative and quantitative data to specifically determine a) how Communication Sciences and Disorders (CSD) instructors infuse multicultural information into their curriculum and b) their students' perceptions regarding multicultural instruction.

Participants included two instructors, one African American woman and one Caucasian man, in a minority dense, urban HBCU. Both participants had over 30 years of experience as an instructor at the university level. The instructors had self-identified as "infusers" in a previous study. The graduate-level students in the classes observed were included in the study. The instructors participated in interviews and provided documents related to the course, such as syllabi and class handouts. The examiner observed five of each instructors' classes over the semester and polled the students in the class in three intervals regarding their knowledge of the information, how they perceived their own qualifications in applying this knowledge, and the effectiveness of the instruction.

The data analysis revealed that the instructors infuse multicultural information, but using different types of infusion. The classroom observations and existing documents supported their assertions during the interviews. The students in both classes showed an upward trend in their knowledge of the multicultural information and the application of this knowledge. However, the effectiveness of this instruction remained the same for both instructors.

These results have implications for instructors, Communication Sciences and Disorders departments, and researchers. Although most CSD departments are not made up of minorities, this instruction model may be adapted for use in any CSD department across the country.

Indexing (document details)
Advisor: Robinson, Gregory C.
Commitee: Briscoe, David L., Gentry, Betholyn F., Nicholson, Nannette, Nolen, Amanda L.
School: University of Arkansas for Medical Sciences
Department: Communication Sciences and Disorders
School Location: United States -- Arkansas
Source: DAI-B 75/09(E), Dissertation Abstracts International
Subjects: Multicultural Education, Speech therapy
Keywords: Cultural competence, Historicalyl Black colleges and universities, Multicultural infusion, Multicultural instruction
Publication Number: 3621721
ISBN: 978-1-303-93006-5
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