BABEL LAB
UNIVERSITY OF ARIZONA
.png)
Middle School Pathway for Underrepresented Education and Networking in Training and Empowerment (Mi PUENTE) for Diversity in Speech-Language Pathology and Audiology
The Middle School Pathway for Underrepresented Education and Networking in Training and Empowerment (Mi PUENTE) for Diversity in Speech-Language Pathology and Audiology addresses the need for diversity and inclusion within the field of communication sciences and disorders (CSD) by actively engaging and supporting minoritized Latine middle school students. With a twofold aim, we seek to dismantle long-standing systemic barriers hindering the participation of underrepresented students in CSD professions while fostering a professional community that authentically mirrors the diversity of those we serve. Through targeted outreach efforts, educational programming, mentorship, and support in local schools, Mi PUENTE seeks to empower middle school students from historically excluded backgrounds to envision themselves as future professionals in speech-language pathology and audiology. This project is poised to address critical gaps within the field and the professional workforce, ultimately enriching the quality of care as well as educational and healthcare services provided to Latine communities. Mi PUENTE directly aligns with ASHA’s 2026 Culture, Language, and Identity Grant by recognizing and valuing the cultural and linguistic identities of Latine students, expanding awareness and access to careers in CSD, and fostering a pipeline of diverse professionals committed to delivering and advocating for accessible, quality care for underserved communities.
Photo of a Mural Near Apollo Middle School, our 2026- Mi PUENTE Partner
Why do we need Mi PUENTE?
Persistent inequities in representation continue to shape the communication sciences. The profession’s demographics tell a clear story: despite decades of awareness, the pipeline into speech-language pathology and audiology remains largely homogeneous. According to ASHA’s 2025 Member and Affiliate Profile, 90% of members identify as White, while only 7.5% identify as Hispanic or Latine (ASHA, 2026). These disparities also extend to multilingual representation: only 91.2% of members and affiliates identify as multilingual, with most of those individuals being White (non-Hispanic). This lack of cultural and linguistic diversity limits innovation, reduces cultural responsiveness, and perpetuates disparities in care. It also has deep and lasting consequences for historically marginalized communities. In bilingual and bicultural regions, like the U.S.– Mexico borderlands, families are often served by professionals who do not share their language or understand their cultural background. This disconnect has contributed to persistent historical misdiagnoses, inequitable access to services, and suboptimal care outcomes for multilingual and minoritized populations (Arizmendi, 2025). In a field built on communication, these gaps in understanding are not just linguistic. They are systemic, with real implications for how children and families are seen, supported, and served.
In recognizing the glaring disparity between the demographic makeup of our communities and the professionals within the field of communication sciences and disorders, the purpose of the Middle School Pathway for Underrepresented Education and Networking in Training and Empowerment (Mi PUENTE) for Diversity in Speech-Language Pathology and Audiology is to initiate transformational change. The aim is twofold: 1) To actively recruit and support minoritized Latine students early on in their educational journeys, and 2) to cultivate a professional community that authentically mirrors the diversity of those that we serve in the professions of speech-language pathology and audiology. This initiative is driven by a commitment to equity, inclusion, and the recognition that a homogeneous workforce is ill-equipped to meet the needs of our communities.
Ray Chavez, who spearheaded the drive to turn Apollo Middle School in Tucson into a performing-plus school, is headed to a similar task at a Mesa junior high.
Mi PUENTE will take active steps to dismantle the systemic barriers that have historically impeded minoritized students' participation in the field and to cultivate a supportive educational environment where these students and future professionals can thrive.
A community mentor works with Sunnyside Unified students as part of CommunityShare, a program that connects local professionals with Tucson classrooms. Elias Bonilla / Tucson Spotlight.
Mi PUENTE’s specific objectives are to increase awareness of the CSD field in Latine middle school students, support Latine middle school students in valuing and expressing their cultural and linguistic identities, and develop and disseminate a toolkit:
-
Increase awareness of the CSD field among Latine middle school students by building understanding of communication sciences, exploring SLP(A)/AuD careers, learning about educational pathways to CSD careers, and supporting early academic and career connections with CSD professionals in the community.
-
Support Latine middle school students in valuing and expressing their cultural and linguistic identities as powerful assets that contribute to the CSD field and our communities (i.e., authentically affirming and framing their funds of knowledge and lived experiences as assets).
-
Develop and disseminate a toolkit to support CSD programs and professionals in adapting and implementing the Mi PUENTE model to increase access to CSD opportunities in historically marginalized communities.
Meet Our Partners:
Project Funded by:
