Purpose: This study explored how school-based speech-language pathologists (SLPs) conceptualize diversity, equity, and inclusion (DEI) and implement culturally responsive practices with diverse student populations. Method: A qualitative study employing multiple data collection methods was conducted with SLPs from urban public school districts in Southern California. Phase 1 involved an online survey ( N = 52) with open-ended questions about DEI practices and perceived barriers. Phase 2 included semistructured interviews ( N = 10) to explore emergent themes in greater depth. Data were analyzed using inductive thematic analysis and constant comparative methods. Results: Five themes emerged: (a) DEI includes neurodiversity and means inclusion, representation, and access for everyone; (b) as SLPs, “DEI is what we do”—reflecting alignment with existing practices; (c) DEI includes personal background and experiences; (d) prioritizing DEI can feel like a balancing act due to time constraints, knowledge gaps, and workplace concerns; and (e) culturally responsive practices involve establishing trust and providing affirmations for students. Conclusions: DEI, as a framework, is operationalized through the practices of SLPs, but implementation barriers persist. This exploratory study provides preliminary evidence suggesting the need for focused professional development and systemic policy changes. Findings require validation with larger, geographically diverse samples to develop generalizable frameworks for culturally responsive service delivery. Given the emphasis on trust-building and affirmation practices, future research can examine how specific relationship-building strategies impact intervention outcomes with culturally diverse students. Research exploring student and family perspectives on trust and cultural affirmation would provide important voices currently missing from the literature.
Alaine Ocampo (Tue,) studied this question.