Objective: Recent public awareness of racial and ethnic disparities has again brought to light issues of diversity, equity, and inclusion in the eating disorders field. However, empirical information on racial and ethnic representation in eating disorders research is limited, making it difficult to understand where improvements are needed. Method: This study reviewed all studies including human participants published in the International Journal of Eating Disorders in 2000, 2010, and 2020. Differences in likelihood of reporting race and ethnicity were calculated based on study year, location, and diagnostic categories. Results: Out of 377 manuscripts, 45.2% reported information on the race and ethnicity of study participants. Studies conducted in the United States were more likely to report (128/173), and those conducted in Europe were less likely to report (5/61) on race and ethnicity than those conducted outside of those regions. Rates of reporting increased from 2000 to 2020. White participants made up approximately 70% of the samples that reported race and ethnicity data. Hispanic participants made up approximately 10% of samples reporting race and ethnicity. Participants from all other races and ethnicities made up less than 5% each. Discussion: Although rates of reporting race and ethnicity increased over time, most participants were White. Rates of reporting also differed by the geographical region, which may reflect variability in how information on race and ethnicity is collected across countries. More attention toward capturing the cultural background of research participants and more inclusivity in research are needed in the eating disorders field.

Promoting representation of historically marginalized racial and ethnic populations in the eating disorders (EDs) field among professionals and the populations studied and served has long been discussed, with limited progress. This may be due to a reinforcing feedback loop in which individuals from dominant cultures conduct research and deliver treatment, participate in research, and receive diagnoses and treatment. This insularity maintains underrepresentation: EDs in historically marginalized populations are understudied, undetected, and undertreated. An Early Career Investigators Workshop generated recommendations for change that were not inherently novel but made apparent that accountability is missing. This paper serves as a call to action to spearhead a paradigm shift from equality to equity in the ED field. We provide a theoretical framework, suggest ways to disrupt the feedback loop, and summarize actionable steps to increase accountability in ED leadership and research toward enhancing racial/ethnic justice, equity, diversity, and inclusion (JEDI). These actionable steps are outlined in the service of challenging our field to reflect the diversity of our global community. We must develop and implement measurable metrics to assess our progress toward increasing diversity of underrepresented racial/ethnic groups and to address JEDI issues in our providers, patients, and research participants.

Although there have been calls for better understanding the presentation of eating disorders in racially and ethnically diverse groups for the last two decades, recent increased attention to racial and ethnic disparities have again brought to light issues of diversity, equity, and inclusion. However, there is currently limited empirical information on racial and ethnic representation in eating disorders research, making it difficult to understand where improvements are needed. To address this gap, the present study reviewed all studies including human participants published in the International Journal of Eating Disorders (IJED) in 2000, 2010, and 2020. Out of 377 manuscripts, only 45.2% reported information on the race and ethnicity of study participants. Papers published by researchers in the United States were significantly more likely to report on race and ethnicity than those published by researchers outside of the United States, which may reflect differences in how information on race and ethnicity is collected across countries. Ninety-two percent of papers that did present information on race and ethnicity included White participants, who made up approximately 72% of the samples. Black participants were included in 52% of studies and made up approximately 10% of participants. Participants from all other races and ethnicities were included in less than half of studies. Over time, rates of reporting race and ethnicity increased, but the considerable majority of White participants remained consistent. More attention toward capturing the cultural background of research participants and more inclusivity in research are needed in the eating disorders field.

Aims/Objectives Examine the affective state (anxiety, depression), life satisfaction, stress and worry, media consumption and perceptions of pursuing a career in nursing amidst the COVID‐19 pandemic. Background Nursing students worldwide have reported increased stress, fear and anxiety amidst challenges and risks associated with COVID‐19. It remains unclear what impact COVID‐19 will have on nursing students in the United States (US) as they prepare to enter the workforce. Design Cross‐sectional study of undergraduate nursing students at one university in the Northeastern United States. Methods Students (N = 161) completed an online survey (July 2020) about health and life satisfaction, affective state (depression, anxiety), stress and interest in pursuing nursing. Descriptive statistical analysis described sample and quantitative data. Linear regression was used to examine whether media consumption, stress, affective states predicted interest in pursuing a nursing career. Qualitative thematic analysis was applied to the open‐ended question, ‘How has COVID‐19 influenced your interest in pursuing a nursing career?’. The Standards for Reporting Qualitative Research (SRQR) checklist was used to evaluate methodological quality. Results Mean stress score was 56.6 (range 0–100), 55.6% of respondents felt unsettled about the future, and 68.2% reported feeling overwhelmed. 18.7% of students reported moderate to severe anxiety, 19.8% reported moderate to severe depression and 54.4% reported that COVID‐19 influenced their interest in nursing. Six themes emerged from qualitative analysis: no change, reaffirming/confirmatory, importance of nursing, reality check, positive influence and negative influence. Conclusions Universities/colleges and nursing faculty should prioritise universal mental health assessment for nursing students and enhance mental health services to support and monitor this population. Relevance to clinical practice Mental health services to support nursing students are warranted in the wake of the COVID‐19 pandemic. Reduction in nursing workforce may have significant impacts on staffing ratios, patient outcomes, nurse burn‐out and other aspects of clinical care.