The increasing diversification of the United States underscores the need for helping professionals, such as speech-language pathologists (SLPs), to continually self-evaluate their cultural competency. Culturally competent service delivery is imperative to maximize intervention outcomes for all populations, particularly those who are underserved. The majority of education on cultural competency for speech-language pathologists occurs during graduate school and continuing education opportunities. Therefore, the purpose of this two-study dissertation was to explore speech-language pathologists’ and graduate SLP students’ understanding of cultural competency and factors that impact their ability to serve culturally and linguistically underrepresented (CLU) populations. Both studies used semi-structured qualitative interviews and a phenomenological approach. Study 1 explored the perspectives of 10 SLPs working in early childhood settings to identify current practice patterns and potential barriers to service delivery that may be specific to early childhood. The SLPs reported minimal opportunities to learn about cultural competency in graduate school, with a majority of their knowledge being supplemented by continuing education sought independently or offered through their employer. Study 2 explored the perspectives of 12 graduate students who are currently enrolled in a SLP master’s program. The students reported various levels of exposure to education about cultural competency, with some being highly critical of the quality of their learning experiences. They also believed that cultural and linguistic differences may make it difficult to achieve clinician-client rapport, high quality of intervention, and best treatment outcomes. Nonetheless, participants in both studies felt it was ultimately the SLP’s responsibility to navigate cultural-linguistic differences in order to ensure optimal service delivery for young clients and their families.
