BABEL LAB
UNIVERSITY OF ARIZONA
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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.
BABEL Lab Director, Dr. Arizmendi, leading the presentation "Introduction to Speech, Language, and Hearing Sciences" for Upward Bound Saturday Academy high school students from Pueblo High School and Cholla High School
Why do we need MiPUENTE?
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.
BABEL Lab Undergraduate Research Assistants, Melissa Romero (left) and Melanie Ramirez (right), leading break-out sessions for Upward Bound Saturday Academy high school juniors and seniors from Pueblo High School and Cholla High School
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.
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.
PUENTE feedback from student participants
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:
PUENTE x Upward Bound Saturday Academy
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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.
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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).
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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.
Mi PUENTE is based on the highly successful PUENTE initiative. PUENTE is a high school program that started in academic year 2024-2025 in partnership with SUSD. PUENTE follows a year-long mentorship model anchored in culturally responsive and community-based and developed curriculum addressing four modules: 1) Key principles in Speech, Language, and Hearing Sciences, 2) Bilingualism, 3) Careers in SLHS, and 4) Transitions into Higher Education. Each module connects high school students with a bilingual and bicultural PI (Dr. Arizmendi), research scientist (Dr. Oglivie), and student mentors who share their linguistic and cultural backgrounds. Pre/post survey data from the inaugural cohort indicated statistically significant increases in knowledge of and interest in pursuing CSD careers. In PUENTE’s first year, five students declared CSD as their college major following PUENTE. In its second year, the number of PUENTE high school students has grown to over 60 students, with at least 6 current PUENTE students committed to pursuing a CSD major as they graduate and transition to higher education.
Mi PUENTE is motivated by the success of PUENTE as well as research pointing to the need for early career exploration and exposure. Middle school is an important time to introduce career exploration because it can strengthen academic motivation, particularly at a time when students are at a higher risk of disengaging from school (Godbey & Gordon, 2019). In addition, middle school career exploration supports students as they engage in developing their identities, values, and interests (Godbey & Gordon, 2019). Mi PUENTE will support this developmental stage by creating communities of educational and social support for students to envision themselves in higher education and in the CSD profession.
MiPUENTE Objectives
Mi PUENTE’s aims and objectives are highly consistent with the ASHA Culture, Language, and Identity Grant in two ways. First, Mi PUENTE directly acknowledges and celebrates the cultural and linguistic assets of historically marginalized Latine identities, which comprise the majority of our students in the U.S.-Mexico borderlands. Through comprehensive engagement strategies and a community-centered research methodology, Mi PUENTE highlights the multilingual and multicultural funds of knowledge that Latine students inherently possess. This project nurtures a culture of inclusivity and empowerment around Latine culture, language, and identity that extends far beyond the walls of the CSD field (i.e., university programs, state programs, and ASHA) into the community. Mi PUENTE represents a pivotal step towards fulfilling ASHA’s commitment to actively address disparities and foster inclusivity. Rather than just creating belonging for historically marginalized communities within the CSD field, this project is a step to make the field belong to these historically marginalized communities. By prioritizing initiatives that directly impact Latine students and our communities, Mi PUENTE aligns with ASHA’s Culture, Language, and Identity Grant and underscores ASHA’s core values of collaboration, diversity, equity, inclusion, innovation, and integrity to advance care, research, and training with a tangible societal impact.
Secondly, Mi PUENTE responds to the need to diversify the CSD workforce and create culturally responsive practitioners. This proposal is driven by the growing and urgent need for culturally competent SLP/AuD providers (Mahendra & Kashinath, 2021) and has the opportunity to impact the local community, aligning the project strategy with workforce needs. By strategically focusing on developing a pipeline of future professionals with the cultural and linguistic competence to serve their communities, students from historically marginalized communities will not only have the structures and supports in place to pursue their degree in the profession, but also have greater opportunities for upward social mobility in their communities that are increasingly difficult to attain (Lin et al., 2020). Additionally, by introducing and bringing awareness to the CSD field, minoritized adolescent Latine students will be empowered to advocate for themselves, their families, and community members when engaging with CSD professionals. Students will be equipped both now and in the future to refute common, harmful societal misconceptions around language, culture, and identity (e.g., bilingualism causes delay/disorder, students with disabilities cannot speak multiple languages, etc.). The students’ future presence as potential CSD professionals, caregivers, and patients will lead to a field more equipped to engage in culturally responsive practices and improve outcomes for members of underrepresented communities.
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