Increasing Inclusion in Technical Communication Academic Programs

Abstract

Purpose: Technical communication (TC) academic programs are responsible for training future technical communication practitioners. Increasing diversity in the field starts with increasing diversity in academic programs and helping students from diverse backgrounds to graduate. Previous research has shown a lack of diversity in technical communication academic programs and a lack of inclusive practices in higher education in general. This study seeks to show how technical communication program administrators can increase support for students from underrepresented racial and ethnic backgrounds through better inclusion. Method: I conducted qualitative interviews with undergraduate students, graduate students, and pre-tenured faculty members regarding their experiences in technical communication academic programs. Interviews were recorded, transcribed, and coded for emerging themes. Results: Interview participants identified several areas where TC academic programs can increase inclusion, including focusing on inclusion rather than simply increasing diversity, problems with microaggressions, lack of representation, and the complications brought about by intersectionality. Conclusion: TC academic programs, like higher education in general, are interested in increasing diversity. However, rather than focusing on simply increasing the number of students from diverse backgrounds, TC programs should focus on increasing program inclusiveness. This includes actively including diverse voices in program decision making and being willing to make changes based on the thoughts, ideas, and opinions of traditionally marginalized people. These recommendations can also be used by practitioners to begin increasing inclusion in the workplace.