Multicultural Training in Speech-Language Pathology Through Clinician Perspectives

Date of Submission

Spring 2026

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Maria Centeno-Vazquez, PhD, CCC-SLP, BCS-S

Abstract

Purpose: This study examined licensed speech-language pathologists’ perceptions of the adequacy of their multicultural training and their preparedness to serve culturally and linguistically diverse (CLD) clients. It also explored the types and sources of multicultural preparation clinicians reported receiving. Method: A nonexperimental, descriptive, cross-sectional survey design was used. Participants were 32 ASHA-certified speech-language pathologists currently practicing in the United States. Data were collected through an anonymous 21-item Qualtrics survey distributed via professional Facebook groups, Instagram, direct outreach, and snowball sampling. Survey items addressed demographic and professional background, multicultural training exposure, perceived adequacy of training, and perceived preparedness to work with CLD clients. Descriptive analyses were used to summarize response patterns. Results: Participants reported receiving multicultural preparation from multiple sources, most often continuing education, graduate coursework, and personal experience. Multicultural training was generally perceived as moderately sufficient, whereas preparedness to serve CLD clients was reported in the moderate to high range. Preparedness appeared stronger for collaboration with interpreters and communication with clients and families than for assessment-related responsibilities, including selecting appropriate assessments and distinguishing language difference from disorder. Conclusions: Findings suggest that readiness to serve CLD clients may be shaped by more than formal graduate training alone. Multicultural preparation appears to develop through a combination of coursework, applied experience, and continued professional learning, with preparedness remaining uneven across clinical responsibilities.

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