The study is an examination of how fundamental themes surrounding person and family-centered care in the field of Speech, Language, and Hearing Sciences are incorporated in undergraduate coursework. A prior study indicated that biological science-oriented courses had low visibility for cultural and linguistic content across students, while courses oriented towards social sciences had high visibility for that content. Three courses rated as having highly and poorly visible cultural and linguistic diversity topics were selected, and faculty members were interviewed about the design of the course. Student perceptions of cultural and linguistic diversity content inclusion in the corresponding courses were gathered. Comparisons of responses between faculty and students, amongst students within courses, and across high and low cultural visibility courses will be shared. Implications for program improvement and future professional development will inform future teaching and clinical considerations.
