Dr. Kierstyn Johnson

Current Title & Duties

Dr. Kierstyn Johnson serves as a full-time faculty member, where she develops and teaches graduate-level courses in speech-language pathology. In addition to her teaching responsibilities, Dr. Johnson mentors and advises graduate students, contributes to various committees, and engages in scholarly research.

Biography

With over fourteen years of clinical experience, Dr. Johnson brings a wealth of expertise to the field of speech-language pathology. Her diverse background includes working with early intervention, K-12 students, and geriatric populations. A dedicated Speech-Language Pathologist (SLP), Dr. Johnson specializes in areas such as articulation, language disorders, apraxia of speech, voice disorders, cognitive communication, and dysphagia. Beyond her clinical work, she is deeply involved in the supervision and mentorship of aspiring SLPs, helping to prepare the next generation of professionals.
Dr. Johnson’s holistic approach to therapy addresses not only communication challenges but also emphasizes advocacy and inclusion. She is committed to empowering individuals with speech and language difficulties, ensuring their voices are heard and valued. Her work continues to make a significant impact on her clients and the broader community. In addition to her professional practice, Dr. Johnson participates in the ASHA Leadership Development Program and has served as a member of the Institutional Review Board.

Research / Research Interests

Dr. Johnson’s research focuses on improving outcomes for racially and linguistically diverse clinicians, particularly in the field of speech-language pathology. She is committed to enhancing recruitment and retention efforts within the profession, striving to create a more inclusive workforce. Her research also examines how factors such as socioeconomic status, bilingualism, and multiculturalism influence language learning. By exploring these areas, Dr. Johnson aims to deepen the understanding of how diverse experiences shape language development and clinical outcomes, ultimately supporting equitable practices and improving access to care for underrepresented populations.

Academics, Education, Certifications

Dr. Johnson holds a Ph.D. in Educational Leadership, Policy, and Justice and a Post-Master’s Certificate in Administration & Supervision from Virginia Commonwealth University. She also earned an M.S. in Communication Sciences and Disorders from Howard University and a B.A. in Psychology with a minor in Biology from Hampton University. Her research interests include educational equity and the intersection of race and discipline in schools, topics she has presented at various educational forums. Dr. Johnson has facilitated discussions for college freshmen, developed educational policy curricula, and contributed to committees advocating for equity and the rights of students with disabilities. Additionally, she holds certifications in Lee Silverman Voice Treatment (LSVT), VitalStim, Melodic-Based Communication Therapy, and Hanen Centre’s More Than Words program, underscoring her dedication to advancing both education and clinical practice.

Recent Publications

Johnson, K. (2020). Am I my hue? Skin tone and school discipline. University Council for Educational Administration. Round table discussion on the relationship between students' skin color and school disciplinary decisions for African American children.
Vandevelder, M., Johnson, K., & Thompson, A. (2016). Can You Dig It? An Interactive Conversation on the Versatility of the School and Community Garden. In Living the Work: Promoting Social Justice and Equity Work in Schools Around the World. United Kingdom: Emerald Group Publishing.
Johnson, K. (2015). Impact of student gender and perceived skin tone on educator’s disciplinary decisions. University Council for Educational Administration. Session on the relationships of colorism and deficit thinking to school disciplinary decisions for African American students.
Johnson, K. (2015). Critical conversation: My Brother’s Keeper: The impact of community mentoring on African American males in elementary schools. University Council for Educational Administration. Session discussing positive outcomes for African American male students in community-based mentoring programs.
Johnson, K. (2015). Ending the school-to-prison pipeline: Skin tone, facial features, and students' names impact school discipline for African American children. Black Male Development Symposium. Presentation on the impact of phenotypic features on school disciplinary decisions for African American children.