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Recent advances in tests for the genotype for hemochromatosis and suggestions that the tests be used in mass screening programs for the disease raise the possibility of a large increase in the incidence of discrimination against people who are found to be homozygous for hemochromatosis. This paper presents cases of genetic discrimination drawn from a study of discrimination against people with a variety of genetic conditions. The cases discussed here involve employment and several types of insurance discrimination against people diagnosed with hemochromatosis who either are currently asymptomatic or whose condition is controlled by means of phlebotomies. There is no justification for these types of discrimination since people with controlled hemochromatosis suffer no excess mortality or morbidity. Our study suggests that genetic discrimination is already a serious problem and that any proposed screening program for hemochromatosis or other genetic condition must consider and attempt to mitigate its effects.

Teaching the topic of genetics in relationship to ancestry and race generates many questions, and requires a teaching strategy that encourages perspective-based exploration and discussion. We have developed a set of dialogues for discussing the complex science of genetics, ancestry, and race that is contextualized in real human interactions and that contends with the social and ethical implications of this science. This article provides some brief historical and scientific context for these dialogues, describes their development, and relates how we have used them in different ways to engage diverse groups of science learners. The dialogue series can be incorporated into classroom or informal science education settings. After listening to or performing the dialogues and participating in a discussion, students will: (1) recognize misunderstandings about the relationship between DNA and race; (2) describe how DNA testing services assign geographic ancestry; (3) explain how scientific findings have been used historically to promote institutionalized racism and the role personal biases can play in science; (4) identify situations in their own life that have affected their understanding of genetics and race; and (5) discuss the potential consequences of the racialization of medicine as well as other fallacies about the connection of science and race.