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This paper describes how race and racism impact the production and dissemination of knowledge in the speech, language, and hearing sciences (SLHS). In order to explain the consequences of racialized practices on Black, Indigenous, and Other People of Color (BIPOC) scholarship, the peer review process is critiqued using the expanded psychosocial model of racism (Neville et al., 2012). We discuss the ways in which racism and white privilege operate hegemonically in the construction, distribution, and reproduction of knowledge by marginalizing the epistemological, theoretical, methodological, and interpretive frames of scholarship produced by BIPOC scholars. We provide specific recommendations for addressing barriers in the peer review process that hinder critical scholarship examining racism and other forms of marginalization., Journal of Critical Study of Communication & Disability, Vol. 1 No. 1 (2023)

This article introduces the inaugural issue of the Journal of Critical Study of Communication and Disability (JCSCD) by explaining its origins in the Speech, Language, Hearing Scientists Equity Action Collective. The editors describe the vision behind the journal, its mission, and the six articles comprising the first issue of JCSCD., Journal of Critical Study of Communication & Disability, Vol. 1 No. 1 (2023)

Purpose: The purpose of this study was to explore demographic characteristics, job satisfaction, workload, challenges and rewards of working in academia, and recruitment/retention advice and recommendations for faculty of color (FOC) in communication sciences and disorders (CSD).Method: A 43-item anonymous survey, composed of 38 closed-ended and five open-ended questions, was used to collect information from CSD FOC. Thematic analysis was used to capture trends in participant responses.Results: The responses of FOC in communication disorders to closed-ended questions indicated that they were satisfied with their jobs. Overall, FOC reported spending a significant amount of their time on teaching and student-related activities. They also identified several common rewards and challenges of working in academia and offered key suggestions, advice, and recommendations to students, administrators, and the field. FOC responses to open-ended questions revealed noteworthy concerns related to racialized practices.Conclusion: Research, policy, and practice focused on the needs of FOC must explicitly examine and address racism in CSD if the field is to develop adequate strategies and mechanisms to support the recruitment and retention of FOC.Supplemental Material S1. Demographic questions.Supplemental Material S2. Themes and categories coded for participant responses and themes.Supplemental Material S3. Integrated overview of themes, categories, and sample responses.Horton, R., Muñoz, M. L., & Johnson, V. E. (2021). Faculty of color, bulletproof souls, and their experiences in communication sciences and disorders. Perspectives of the ASHA Special Interest Groups. Advance online publication. https://doi.org/10.1044/2021_PERSP-20-00170