{"title":"文化反应性语言听力科学教育课程的基本意识形态、理论和设计：系统回顾。","authors":"Reem Khamis, Jason Rosas, Lori Caniano","doi":"10.1044/2025_AJSLP-25-00072","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>This systematic review aims to identify and synthesize foundational conceptual frameworks that shape the design of higher education programs for developing culturally and linguistically responsive care providers in the Speech-Language-Hearing Sciences (SLHS).</p><p><strong>Method: </strong>The review protocol was registered with the International Database of Education Systematic Reviews and followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses checklist to ensure confidence in cumulative evidence.</p><p><strong>Results: </strong>A total of 28 articles were selected for extraction and reviewed in this review article. The studies included a total of 1,027 participants that ranged in age, gender, and racial composition. Analysis indicates that cultural education programs in SLHS are primarily supported by cultural competence frameworks.</p><p><strong>Conclusions: </strong>To achieve genuinely culturally responsive practices, educational frameworks must align with the principles of cultural humility and responsiveness. Our findings show that many cultural education programs for SLHS students and practitioners still rely on cultural competence ideology, highlighting a disconnect between current practices and the field's evolving standards. These standards emphasize ongoing self-reflection, critical analysis of power dynamics, and institutional accountability-elements often missing from existing program designs. We also recommend placing greater emphasis on rigorous empirical studies that evaluate the effectiveness of these trainings.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30182440.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-24"},"PeriodicalIF":2.5000,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Underlying Ideologies, Theories, and Designs of Culturally Responsive Speech-Language-Hearing Sciences Education Programs: A Systematic Review.\",\"authors\":\"Reem Khamis, Jason Rosas, Lori Caniano\",\"doi\":\"10.1044/2025_AJSLP-25-00072\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>This systematic review aims to identify and synthesize foundational conceptual frameworks that shape the design of higher education programs for developing culturally and linguistically responsive care providers in the Speech-Language-Hearing Sciences (SLHS).</p><p><strong>Method: </strong>The review protocol was registered with the International Database of Education Systematic Reviews and followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses checklist to ensure confidence in cumulative evidence.</p><p><strong>Results: </strong>A total of 28 articles were selected for extraction and reviewed in this review article. The studies included a total of 1,027 participants that ranged in age, gender, and racial composition. Analysis indicates that cultural education programs in SLHS are primarily supported by cultural competence frameworks.</p><p><strong>Conclusions: </strong>To achieve genuinely culturally responsive practices, educational frameworks must align with the principles of cultural humility and responsiveness. Our findings show that many cultural education programs for SLHS students and practitioners still rely on cultural competence ideology, highlighting a disconnect between current practices and the field's evolving standards. These standards emphasize ongoing self-reflection, critical analysis of power dynamics, and institutional accountability-elements often missing from existing program designs. We also recommend placing greater emphasis on rigorous empirical studies that evaluate the effectiveness of these trainings.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.30182440.</p>\",\"PeriodicalId\":49240,\"journal\":{\"name\":\"American Journal of Speech-Language Pathology\",\"volume\":\" \",\"pages\":\"1-24\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2025-10-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Journal of Speech-Language Pathology\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1044/2025_AJSLP-25-00072\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Speech-Language Pathology","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1044/2025_AJSLP-25-00072","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
The Underlying Ideologies, Theories, and Designs of Culturally Responsive Speech-Language-Hearing Sciences Education Programs: A Systematic Review.
Purpose: This systematic review aims to identify and synthesize foundational conceptual frameworks that shape the design of higher education programs for developing culturally and linguistically responsive care providers in the Speech-Language-Hearing Sciences (SLHS).
Method: The review protocol was registered with the International Database of Education Systematic Reviews and followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses checklist to ensure confidence in cumulative evidence.
Results: A total of 28 articles were selected for extraction and reviewed in this review article. The studies included a total of 1,027 participants that ranged in age, gender, and racial composition. Analysis indicates that cultural education programs in SLHS are primarily supported by cultural competence frameworks.
Conclusions: To achieve genuinely culturally responsive practices, educational frameworks must align with the principles of cultural humility and responsiveness. Our findings show that many cultural education programs for SLHS students and practitioners still rely on cultural competence ideology, highlighting a disconnect between current practices and the field's evolving standards. These standards emphasize ongoing self-reflection, critical analysis of power dynamics, and institutional accountability-elements often missing from existing program designs. We also recommend placing greater emphasis on rigorous empirical studies that evaluate the effectiveness of these trainings.
期刊介绍：
Mission: AJSLP publishes peer-reviewed research and other scholarly articles on all aspects of clinical practice in speech-language pathology. The journal is an international outlet for clinical research pertaining to screening, detection, diagnosis, management, and outcomes of communication and swallowing disorders across the lifespan as well as the etiologies and characteristics of these disorders. Because of its clinical orientation, the journal disseminates research findings applicable to diverse aspects of clinical practice in speech-language pathology. AJSLP seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.
Scope: The broad field of speech-language pathology, including aphasia; apraxia of speech and childhood apraxia of speech; aural rehabilitation; augmentative and alternative communication; cognitive impairment; craniofacial disorders; dysarthria; fluency disorders; language disorders in children; speech sound disorders; swallowing, dysphagia, and feeding disorders; and voice disorders.
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