The phrase “representation matters” has been circulating widely. While true, it raises a deeper question: How do we move beyond simply saying it and begin actively creating change? In a field like communication sciences and disorders, where clinicians work with increasingly diverse populations, this question becomes even more relevant. Through conversations with and responses from CSD students across the country, I gathered reflections on what it means to navigate this field as a minority student—and what they wish others understood.

Getting Started

What drew you to the field of communication sciences and disorders?

One of the first themes I noticed in these responses was students describing deeply personal reasons for entering the field. For some, it was shaped by lived experiences:

“I was a patient with a craniofacial team for many years and wanted to work with the same patient population.”
— Aneesha Sandhu, California State University Sacramento

Others were drawn by advocacy and a desire to support others:

“I have always been passionate about disability justice, and the field gives so much opportunity for both.”
— Solange Dzeketey, University of Oregon

For many, these motivations were rooted in personal connection—whether through family members, their own experiences as patients, or early exposure to the field. These stories highlight that for many students, entering CSD is not just a career choice but something deeply personal.

Did you see yourself represented in the field when you first began pursuing this career?

Across responses, another common theme was the lack of representation within CSD programs. Most students shared that they did not initially see themselves reflected in their peers, faculty, or the field as a whole.

“To be honest, no. From what I could see in my cohort, I was clearly a minority, which made me rethink my career choice.”
— Daniela Cesena, San Diego State University

“No, I didn’t—especially when I began my undergrad experience.”
— Monica Gutierrez, University of Virginia

“No, I did not. It wasn’t until my second year in my CSD undergraduate program where I saw people like me as professors and in research.”
— Aneesha Sandhu, California State University Sacramento

Lack of representation can contribute to feelings of isolation, intimidation, and imposter syndrome . . . especially when entering academically rigorous programs. For some, this sense of not belonging extended beyond the classroom and into their overall experience in the field.

What challenges, if any, have you experienced as a minority student in your CSD program?

Students also described challenges that extended beyond academics. Experiences such as microaggressions and subtle questioning of belonging impacted confidence and sense of place within their programs.

“As a non-native English speaker with an accent, I sometimes feel like people question my place in this field. Spanish is my first language. Even though I am fluent in English, I have heard comments like, ‘You are so articulate’ or ‘You speak such good English for someone from Mexico.’”
— Daniela Cesena, San Diego State University

“Feeling like belonging and also being heard. I think my own undergrad experience has been 50/50; I have found community with people that look like me yet there are other people who seem like they aren’t welcoming to others like myself who are a minority. I feel like sometimes people who have their own experiences with the major, maybe with more connections, essentially don’t want to help us . . . . like it feels like a secret.”
— Monica Gutierrez, University of Virginia

Although they’re often framed as compliments, these moments reinforced feelings of being “othered” and highlighted the additional emotional labor that minority students may carry. These experiences can make it more difficult to fully engage and feel secure in one’s identity within the field.

Despite these challenges, many students emphasized the importance of finding supportive spaces and mentors.

“My own advisor has been very helpful and supportive. She has been so kind to me and even helped start a Spanish-speaking club for people aspiring to be bilingual SLPs. Also, my own friends I have found within the major have been the best part.”
— Monica Gutierrez, University of Virginia

“I joined the API [Asian Pacific Islander] Caucus and South Asian Caucus online.”
— Aneesha Sandhu, California State University Sacramento

“I joined Habla con Confianza, which helps bilingual Spanish-speaking students build confidence. I also found a mentor in my research lab who, despite our different backgrounds, has given me valuable guidance and encouragement. Additionally, I have received support from peers who have already graduated.”
— Daniela Cesena, San Diego State University

For those who were able to connect with mentors, peers, or affinity groups, these relationships became essential in navigating their programs. However, access to these spaces was not consistent for all students, reinforcing the need for more intentional and visible support systems within CSD programs.

Students consistently highlighted how their identities strengthen their future work as clinicians.

“My background as a Black woman and the daughter of immigrants helps me recognize cultural and linguistic differences in clients—differences that others may perceive as disorders.”
— Solange Dzeketey, University of Oregon

“As a bilingual Spanish speaker, I hope to help families and their children, especially in Hispanic communities where seeking support can sometimes be seen as a stigma. I want to advocate for bilingualism as a strength, not a delay.”
— Daniela Cesena, San Diego State University

These perspectives underscore the value that clinicians from diverse backgrounds bring to the field—particularly when working with culturally and linguistically diverse populations. Representation is not just about who is in the room; it directly impacts the quality of care that clients receive.

What Needs To Change

What changes would you like to see in CSD programs to better support minority students?

Students identified several areas where CSD programs can grow—including increased funding, stronger mentorship opportunities, and more meaningful integration of diversity and inclusion into program culture.

“Funding! The CSD field is difficult to break into because it requires advanced degrees that don’t typically receive as much allocated funding and scholarships as other degree programs. It would be much easier to encourage minority students to join the field if the threat of significant debt was not so closely attached. Also, CSD professionals (specifically professionals of color) need to be highlighted more.”
— Solange Dzeketey, University of Oregon

“CSD programs can better support minority students by making inclusion an ongoing, integrated priority. Programs should foster belonging, address microaggressions through regular discussions in courses, and ensure that the curriculum represents diverse communicative experiences.”
— Daniela Cesena, San Diego State University

“More support for students, more academically . . . having resources for minority students that are beginning to navigate the grad school journey (applications, etc.) because I feel like it’s something less talked about and [something that people are less] knowledgeable [about].”
— Monica Gutierrez, University of Virginia

These reflections emphasize that diversity and inclusion cannot be treated as one-time conversations or isolated trainings. They must be embedded into the structure, curriculum, and culture of programs.

Words to Future Students

When asked what advice they would give to other students from underrepresented backgrounds, the responses were both honest and encouraging:

“The field needs you! What makes you different is a strength in this field! Find that, and let it carry you. Also, identify mentors early—and learn to ask for help.”
— Solange Dzeketey, University of Oregon

“Don’t let bad moments dissuade you; let them empower you to become the person you want to be for yourself and the future you see yourself working with.”
— Monica Gutierrez, University of Virginia

“Your perspective and experiences matter, especially when working with diverse patients. You may not see many people like you yet, but you can be that representation for future students.”
— Aneesha Sandhu, California State University Sacramento

“My advice is to look for supportive spaces and mentors as soon as you can. Joining groups like Habla con Confianza, taking part in research labs, and connecting with peers or alumni can help you build a strong support system and feel less alone in the program.

“Take advantage of opportunities from groups like National NSSLHA, and look for places where you feel truly supported, encouraged, and able to grow.

“Remember, your background is a strength. Your experiences and perspective matter.”
— Daniela Cesena, San Diego State University

Even in the face of challenges, these students emphasized resilience, community, and the importance of continuing to take up space in the field.

Moving Forward

Although most students reported that they did not initially see themselves represented in CSD, their experiences highlight both the challenges and the possibilities within the field. There are spaces for connection, but access to these resources is not always clear or equitable.

At the same time, these reflections make it clear that the responsibility cannot fall solely on students. Programs and organizations must move beyond surface-level conversations about diversity and commit to consistent, meaningful action.

As Daniela shared:

“Real change comes from consistency and follow-through . . . it matters that programs create ongoing opportunities for students to feel supported, heard, and involved.”

Breaking the silence starts with listening. It must continue with action.