Benefits and qualities of groups in human services

AJSLP

Viewpoint

Creating Community Through Affinity Groups for Minority Students

in Communication Sciences and Disorders Carly C. M. Aliceaa and Rupert Everol Johnsona

This viewpoint article describes an effective model for creating and sustaining an affinity group for undergraduate and graduate students from racial and ethnic backgrounds historically underrepresented in the American Speech- Language-Hearing Association who are enrolled in communication sciences and disorders (CSD) programs at predominantly White institutions (PWIs). The Speech- Language Therapy & Audiology Minority Program (STAMP) at Nazareth College is an affinity group and mentorship program for undergraduate and graduate students, CSD program alumni, and area professionals who identify as minorities. Affinity groups have been shown to increase the sense of belonging of minority students at PWIs. At Nazareth College, we have observed this as students who participate in STAMP have reported that the program contributes to their feeling

of belonging in the CSD department and at the institution and provides them with a safe place where they can share and discuss their experiences as minorities at a PWI. Additionally, our students have reported that participating in this affinity group supports their academic and clinical success and helps them manage their stress. By sharing our model for creating an affinity group for underrepresented CSD students at a PWI, we hope to encourage the establishment and support of groups like STAMP in CSD programs across the country. Considerations for departments considering starting their own affinity groups are discussed. STAMP, and other affinity groups, have the potential to grow by facilitating constructive discussion and collective action toward issues that significantly impact students from racial and ethnic minority backgrounds.

I t is well established that there is a significant lack of diversity in communication sciences and disorders (CSD) programs across the country. According to a

recent education survey in CSD, about 29.5% of undergrad- uate CSD students identified as a racial or ethnic minority (The Council of Academic Programs in Communication Sci- ences and Disorders and the American Speech-Language- Hearing Association, 2019). Graduate-level numbers of CSD students who identify as racial/ethnic minorities fall to a range of 10.5% to 21.3% for students in master’s programs, clinical doctorate programs in audiology, and research doctorate programs (The Council of Academic Programs in Communication Sciences and Disorders and the American Speech-Language-Hearing Association, 2019). Minority

students face a number of challenges to their sense of be- longing in CSD departments. Some of these challenges include a lack of institutional and peer support and frequent subjugation to bias, stereotyping, and microaggressions from CSD educators and classmates (Deal-Williams, 2020; Dwivedi, 2018).

Creating a more inclusive and supportive environ- ment for minority students is an issue that predominantly White academic programs, such as CSD, can begin to tackle immediately. One strategy for supporting minority students and increasing their sense of belonging is the crea- tion and/or utilization of affinity groups. Affinity groups provide a safe space (or a “brave space” according to Myers et al., 2019) for individuals who share a common identity in an environment—usually in higher education—where they are often marginalized (Bell, 2015). Members of affinity groups typically form solidarity around their shared iden- tity, discuss issues related to their identity, and take action to advocate for their shared identity in an effort to create a more equitable and welcoming college environment (Bell, 2015). According to Bell (2015), students in affinity groups do not want to separate themselves from the rest of the

aNazareth College, Department of Communication Sciences and Disorders, Rochester, NY

Correspondence to Carly C. M. Alicea: [email protected]

Editor-in-Chief: Julie Barkmeier-Kraemer Editor: Danai Kasambira Fannin

Received November 3, 2020 Revision received February 13, 2021 Accepted May 24, 2021 https://doi.org/10.1044/2021_AJSLP-20-00342 Publisher Note: This article is part of the Forum: Increasing Diversity in the Communication Sciences and Disorders Workforce, Part 1.

Disclosure: The authors of this article serve as faculty advisors to the group described in the article. They do not receive any financial or nonfinancial compensation for their service.

American Journal of Speech-Language Pathology • Vol. 30 • 2028–2031 • September 2021 • Copyright © 2021 American Speech-Language-Hearing Association2028

student body; they are merely responding to a school envi- ronment that is already unwelcoming of them to begin with. There are many benefits to the creation and utilization of affinity groups for racial/ethnically diverse students that can be pursued in predominantly White academic programs like CSD. Benefits include:

1. increasing the feeling of belongingness for minority students;

2. providing an opportunity for minority students to collaborate, bond, and network with other affinity groups of similarly marginalized students; and

3. providing an opportunity to establish mentorship networks with peers, faculty, and alumni affiliates of affinity groups.

Collectively, these benefits may increase the sense of support and potentially set up academic and professional development opportunities that often elude marginalized students (Myers et al., 2019).

The Speech-Language Therapy & Audiology Minority Program: A Successful Affinity Group Model

In 2018, we were hired as full-time faculty members in the CSD department at Nazareth College, a predomi- nantly White institution (PWI). As the only faculty of color in the CSD department, we quickly found ourselves taking on what’s been called the “invisible labor” of professors of color—serving as unofficial mentors and guides to students of color in our department who began showing up at our office doors and sharing with us the challenges and experi- ences of being a minority student in a primarily White de- partment and field. Our students also asked our advice for navigating a future career in a field that they often felt they might not belong in. Some of these students even contem- plated leaving CSD altogether, which would have perpetu- ated the lack of diversity in our field.

We frequently reflected together on these encounters with students and we also reflected on our own recent ex- periences as minority students navigating earning advanced degrees in a field where we ourselves had no or very few mentors of color to guide us. And so, as a direct response to what our students were telling us about their experiences, we started an affinity group for undergraduate and graduate students in the CSD department, the Speech-Language Therapy & Audiology Minority Program (STAMP). We created this group in collaboration with two graduate stu- dents of color who are now alumni and remain highly in- volved. Involving students in the process of the creation of affinity groups is consistent with Bell’s (2015) recommen- dations for establishing such groups in a school setting.

STAMP is an affinity group at Nazareth College open to undergraduate and graduate CSD students, alumni of the CSD program, and local professionals who identify as mem- bers of racial/ethnic minority groups historically underrepre- sented in the American Speech-Language-Hearing Association, including Asian, Black or African American, Native American

or Alaskan Native, Native Hawaiian or other Pacific Is- lander, and/or Hispanic/Latinx. STAMP was intentionally designed to include undergraduate and graduate students, re- cent alumni, and professionals so that all student and alumni participants would have mentors to learn from and receive support from.

We recruit student members of STAMP through two methods. First, we obtain a list of students in the CSD department who have self-reported that they are members of racial/ethnic minority groups from the college’s regis- trar and send those students personalized emails explain- ing what STAMP is and how they can join. Second, we place flyers with information about STAMP throughout the CSD department in order to reach students who have not self-reported their racial/ethnic background. Profes- sional and alumni members are recruited by reaching out to those that we know and inviting them to join, and/or by asking our colleagues and other contacts to connect us with professionals who might be interested in joining the group.

STAMP meets monthly during the academic year. STAMP activities are primarily social in nature (e.g., game night, apple picking, trivia, group meals, etc.) and provide ample opportunity for members to talk and bond with one another. Due to the COVID-19 pandemic, STAMP has currently shifted to virtual meetings only. Despite this change in meeting format, members continue to attend STAMP events on a regular basis. Although STAMP meetings are centered around social activities, there are also intentional opportunities for discussions about both the challenges and the power of being a minority in a majority White field. For example, at a recent STAMP meeting, an alumna shared a recent article with the group that members read in advance and we then discussed it together. We have also found that these discussions arise naturally during STAMP meetings, even when we do not formally plan these discussions.

After only less than 2 years of STAMP at Nazareth College, we have already seen the impacts that this affinity group has had on undergraduate and graduate students in our program. We recently sought feedback on the impact of STAMP by emailing students who had participated in the program and inviting them to share their thoughts with us. Overall, students reported that STAMP has contributed to their academic success and their success in clinic, helped them feel empowered to begin their careers in CSD, made them feel that they belong within the department and at the college, and reduced their stress levels.

Students have shared that the connections that they have made through STAMP have had a positive impact on their academic and clinical success. For example, one un- dergraduate student shared that STAMP made her feel comfortable reaching out to students further along in the program for support. She said, “Members of STAMP are always willing to help by offering observation opportuni- ties, advice, or just emotional support.” That student also noted, “Being a senior now, I am also able to give support to underclassmen.” We have observed this informal net- working at STAMP gatherings, and we were excited that

Alicea & Johnson: Creating Community Through Affinity Groups 2029

this happened almost immediately upon establishing STAMP. For example, at one of our first STAMP events, we overheard a graduate student invite an undergraduate student to observe an upcoming therapy session with a client affected by a communication disorder that the undergraduate student had a particular interest in.

Students have also reported that they appreciate that STAMP connects them with program alumni and faculty advisors, who provide valuable career guidance and advice. When asked about whether STAMP contributed to estab- lishing their careers in speech-language pathology or audi- ology, several students responded that they found great value in learning more about clinical fellowship opportunities and experiences from recent program alumni. A few students also noted that they had learned about the process of earn- ing a PhD (something they had previously not known about) by talking with us at STAMP events. One graduate student shared that, “Both [faculty advisors] have served as an in- spiration to continue my studies.”

Another common theme that emerged when feedback about STAMP was solicited from students who participated in the program was that of belonging. Nearly all students who provided feedback on the program reported that the program made them feel that they belonged in the CSD de- partment. Comments that we received related to this theme include, “STAMP has helped me feel appreciated and part of the student community” and “STAMP has helped me to feel like I belong more in my program. It has helped to create connections and friendships between undergrad and grad students, as well as mentorships with our professors.”

Two comments by graduate students in the program stood out to us as being particularly compelling. One stu- dent wrote, “When I started at Nazareth, it was a great change and cultural transition. STAMP helped me feel proud of my roots and understand the value of cultural diversity at Nazareth.” Another graduate student in the program shared, “I am usually the only African American woman in most of my classes, and sometimes it’s hard when no one looks like you. I feel that there are ‘cliques’ or ‘groups’ sometimes within the field that I just don’t belong in. … Having a group in our field where all minorities can get together and discuss our feelings in a safe place has had a huge impact on my sense of belonging at Nazareth. I was really excited when the group came into effect.”

Other students have also referred to STAMP as a “safe place” for minority students in our program. One graduate student (now an alumna) who participated in STAMP during her last year of graduate school wrote to us and shared this powerful reflection on her participation in the program: “I felt that STAMP was a safe place for me to be ‘me.’ I think sometimes I felt like I always had to put on this professional mask being in the graduate program. But STAMP was a place for me to be open, not worry about putting on a mask or how I’ll come across, and share my experiences of being a person of color. It was a great way to de-stress and meet new people with similar experiences and emotions.”

Many students who have participated in STAMP have shared that the program has contributed to their management

of stress. Although stress management was not a goal of STAMP when we started the program, it has been shown that undergraduate and graduate students in CSD experience significant stress (Roos & Schreck, 2019; Beck et al., 2015). Therefore, finding that STAMP has helped students man- age their stress has been an unexpected and positive im- pact of the program. Students who have participated in the program report that STAMP events are a fun way to relieve stress. One student attributed this stress relief to the fact that STAMP feels like a family, explaining, “One of my favorite events was board game night because after a long day of classes and studying, I was able to relax and enjoy a family-like game night with friends.” Several of our STAMP members are parents, and so we intentionally plan family-friendly activities and encourage members to bring their children that we feel may also contribute to the feeling of STAMP as a family.

The impacts on STAMP at Nazareth College have been overwhelmingly positive. Students report that STAMP helps them forge connections and relationships with their peers and mentors, contributes to their feeling of belonging in the CSD department and at the college, provides them with a safe place to be their true selves, and helps them man- age their stress. When students were asked if there were any disadvantages of participating in STAMP, all students stated that they could think of nothing negative to report. It should be noted that we sought feedback only from students who had attended at least one STAMP event. Therefore, it is possible that students who are eligible to participate in STAMP but have chosen not to may perceive some disad- vantages or barriers to participating.

Considerations for CSD Programs There are a number of considerations for CSD pro-

grams considering establishing affinity groups for students of color. First, it is important to note that STAMP is led by faculty of color, and we believe that the outcomes we observed are influenced by that. Students who joined STAMP found solidarity and shared mutual experiences with the faculty leaders. Therefore, although we recognize the burden of invisible labor often placed on the shoulders of faculty of color, we do strongly believe that this is work that must be done by faculty of color (or interested students of color if a department does not have any fac- ulty of color). We also argue, though, that work such as this should not be invisible labor, but rather should be supported by White faculty and departmental and college leadership.

Although we believe that affinity groups for students of color should be led by people of color, this does not mean that White faculty allies do or should not have a role in these groups. We propose that White faculty allies could support these groups in a number of ways. For example, White fac- ulty could take turns leading workshops on topics such as applying for grad school, job interviewing, networking at conferences, and so forth. The workshop could be sched- uled to take place during the first half of the affinity group

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meeting, so that the second half could be reserved for stu- dents and faculty of color to be in solidarity with one another. As another example, White faculty could support affinity groups by donating snacks or supplies for affinity group meetings. White faculty can also support students of color by proactively looking for and sharing clinical fellowship opportunities, job opportunities, and scholarship opportuni- ties with the affinity group.

It is also important that departments and colleges support these groups and the faculty of color who lead them, for example, by providing workload credit to faculty of color who lead and support these groups, providing a stipend for faculty leaders, and/or recognizing this work as a form of service valued in the tenure and promotion process. If affinity groups are student led, students should be compensated for this work through work study, gradu- ate assistantships, or other student employment programs. Additionally, department chairs could consider adding fund- ing lines to support routine meeting activities, as well as spe- cial affinity group events such as conference attendance.

The Future of STAMP In a short period of time, STAMP has shown to be

beneficial for underrepresented students in CSD at Nazareth College. As a CSD-specific affinity group at a PWI, it pro- vides a space for these students to support one another, re- ceive guidance and mentorship from alumni and faculty outside of usual academic settings, develop a sense of belong- ing, and even manage stress in a competitive academic pro- gram. Even though STAMP is still in its infancy, we hope to continue to develop the group in some important ways. Affinity group purposes can be emotional or instrumental (Lambertz-Berndt, 2016). Currently, STAMP serves primar- ily an emotional purpose. For example, STAMP is a vehicle to have conversations about confronting microaggressions, implicit bias, and other acts of racism within a PWI and within a predominantly White academic program like CSD. Given the social upheaval and racial trauma sparked by some recent tragic incidents such as the murders of George Floyd and Breonna Taylor, the local killing of Daniel Prude and assault of a 9-year-old girl who was pepper-sprayed by police, and others, STAMP serves as an outlet for minority students to cope with these tragedies in a meaningful way.

Moving forward, we hope that STAMP will also serve an instrumental purpose. For example, we envision STAMP as a way of organizing student voices on issues re- lated to diversity, inclusion, and multiculturalism; a means to recruit more students of color in CSD; and a launching pad for community engagement. We hope that STAMP will serve as a model for other CSD programs because it is imperative that CSD programs focus efforts on support- ing and retaining minority students and affinity groups have the potential to facilitate this process.

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Bell, M. K. (2015). Making space: Affinity groups offer a plat- form for voices often relegated to the margins. Teaching Toler- ance, 50, 31–33.

Deal-Williams, V. R. (2020). Addressing disparities in the wake of injustice, violence, and COVID-19. In ASHA Leader Live. Retrieved November 1,, 2020, from https://leader.pubs.asha. org/do/10.1044/2020-0601-addressing-disparities-of-injustice/

Dwivedi, C. (2018). The experiences of undergraduate students of color in the field of speech-language pathology [Master’s thesis, Eastern Michigan University]. Digital Commons @EMU. https://commons.emich.edu/theses/921

Lambertz-Berndt, M.M. (2016). Communicating identity in the workplace and affinity groups spaces [Doctoral dissertation, University of Wisconsin Milwaukee]. UWM Digital Com- mons. https://dc.uwm.edu/etd/1169

Myers, K., Trull, L. H., Bryson, B. J., & Yeom, H. S. (2019). Af- finity groups: Redefining brave spaces. The Journal of Bacca- laureate Social Work, 24, 1–18. https://doi.org/10.18084/1084- 7219.24.1.1

Roos, B. H., & Schrenk, J. S. (2019). Stress in undergraduate stu- dents studying communication sciences and disorders. Perspec- tives of the ASHA Special Interest Groups, 4(6), 1430–1444. https://doi.org/10.1044/2019_PERS-SIG10-2019-0003

The Council of Academic Programs in Communication Sciences and Disorders and the American Speech-Language-Hearing Association. (2019). The Communication Sciences and Disor- ders (CSD) Education Survey National Aggregate Data Report: 2017–2018 Academic Year. CSD Education Survey. https://www. asha.org/uploadedFiles/CSD-Education-Survey-National- Aggregate-Data-Report.pdf

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