"Outsider Within": Lessons Learned about SLHS and Race Scholarship

Abstract

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.