Activities That Build Student Leaders: Ways to Promote Multicultural Neurogenics in the 21st Century This article details the team efforts of 10 graduate students and a faculty mentor who formed a multicultural neurogenics team. A professional from the community also participated in the project. The team was formed to (1) obtain information pertaining to professional training needs in the area of multicultural neurogenics, (2) ... Article
Article  |   July 01, 1997
Activities That Build Student Leaders: Ways to Promote Multicultural Neurogenics in the 21st Century
Author Affiliations & Notes
  • Gloriajean Wallace
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Tawanna Cole
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Dawn Fairley
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Apollos Harris
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Claire Hughes
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Yolanda Maiden
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Shondre Nunn
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Stacey Paige
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Andrea Sangster
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Leanne Tebbe
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Akilia Terry
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
  • Ericca Redden
    Department of Audiology and Speech Pathology, University of Tennessee-Knoxville
Article Information
Articles
Article   |   July 01, 1997
Activities That Build Student Leaders: Ways to Promote Multicultural Neurogenics in the 21st Century
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, July 1997, Vol. 3, 13-14. doi:10.1044/cds3.2.13
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, July 1997, Vol. 3, 13-14. doi:10.1044/cds3.2.13
This article details the team efforts of 10 graduate students and a faculty mentor who formed a multicultural neurogenics team. A professional from the community also participated in the project. The team was formed to (1) obtain information pertaining to professional training needs in the area of multicultural neurogenics, (2) provide workshops to promote the prevention of neurogenic communication disorders, and (3) recruit and mentor minority children who have demonstrated an interest in medical speech-language pathology.
The Multicultural Action Agenda 2000 is a comprehensive affirmative action plan that was developed by the American Speech-Language-Hearing Association (ASHA Committee on the Status of Racial Minorities, 1991). While many affirmative action plans focus on minority groups, and on increasing the minority presence, ASHA’s Action Agenda 2000 was designed to have an impact on every ASHA member (Wallace, Hughes, Paige, Sangster, Tebbe, 1997). The Action Agenda is comprised of six major components: membership; leadership involvement; national office structure and staffing; policies and programs affecting service, education, and research; governmental and legislative efforts; and public image. The policies and programs component of the Action Agenda 2000 has had a major impact on the Clinical Certification Board and the Council on Academic Accreditation. For example, as a result of the influence of the Action Agenda 2000, all accredited university programs must demonstrate inclusion of diversity content throughout the clinical and academic curriculum. Programs are given the academic freedom to decide how much information to include in the curriculum, and determine procedures for best incorporating information into the curriculum. For this reason, numerous reports attest to the fact that a wide degree of variability in multicultural content exists across academic and clinical training programs.
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