Reflections on diversity, equity, and inclusion in genetic counseling education

Abstract

Through self‐reflection, self‐education, and with a learning mindset each of us has embarked on a personal path to understand the impact of racism in our personal and professional lives. This personal work is ongoing, though it was through our individual paths that led us to engage in dialogue on race and racism at the 38th National Society of Genetic Counselors Annual Conference. We initially did not know each other; however, we were drawn by a mutual desire to further the conversation and sought connection with each other after the Conversations Around Diversity Platform Presentations. Through sustained, open dialogue we created a brave space for sharing our emotional and intellectual responses to the conference. Through this dialogue and through written reflections, we recognized an emboldened urgency to author a joint reflection on our shared responsibility as genetic counseling training program leaders to use our privilege in service to our students and future students. We have the evidence that we are not a diverse profession. We have more evidence now than we did before that our profession performs poorly with regards to inclusivity. Our inability to acknowledge, address, and discuss racism and other forms of oppression is damaging to each of us individually and as a group of professionals. We owe it to ourselves, our students, our patients, and colleagues to name our learned biases and behaviors, own them and interrupt them.

A call for unity in DEIJ efforts using a proposed framework for Education, Recruitment, Retainment, Research, and Active outreach (ERA) for genetic counselors in the United States

“…For example, students have reported microaggressions in clinics as well as in class in genetic counseling training programs (Alvarado‐Wing et al., 2021; Carmichael et al., 2020; Silver et al., 2019; The Exeter Group, 2021). To counter the lack of adequate support from their peers and faculty, all training programs must provide safe spaces for students of all backgrounds to reflect and deliberate on the disruption of racial and gender bias (Bao et al., 2020).…”

Assessing barriers to the career ladder and professional development for ethnic minority genetic counselors in the United States

“…Despite past and recent organizational and grassroots efforts to increase diversity and inclusion within the genetic counseling profession, racial diversity 'has remained nearly constant throughout all administrations of the PSS' (Bao et al, 2020). Past studies have described the experience of ethnic minority genetic counselors, detailing accounts of both passive and unintentional discrimination as well as pressure to be 'diversity experts' and positively represent their own ethnic or racial group (Schoonveld et al, 2007).…”

“…Additionally, groups like the Minority Genetics Professional Network (MGPN) have created a nationwide system, connecting genetic counselors and geneticists from racial/ethnic minority groups, while providing support, education, and mentor matching for current practicing genetic counselors and genetic counseling students geared toward enabling professional growth (Mann et al., 2020). Despite past and recent organizational and grassroots efforts to increase diversity and inclusion within the genetic counseling profession, racial diversity ‘has remained nearly constant throughout all administrations of the PSS’ (Bao et al, 2020). Past studies have described the experience of ethnic minority genetic counselors, detailing accounts of both passive and unintentional discrimination as well as pressure to be ‘diversity experts’ and positively represent their own ethnic or racial group (Schoonveld et al., 2007).…”

An investigation of preceptors' perceptions of behavioral elements of “professionalism” among genetic counseling students

“…Comparing pre-intervention measures to post-intervention measures, in both students and educators, could be invaluable in helping the field of genetic counseling to embrace diversity among students and their colleagues to help dispel the increasing trend to define professional behavior through a White lens. As eloquently stated, "We owe it to ourselves, our students, our patients, and colleagues to name our learned biases and behaviors, own them, and interrupt them" (Bao et al, 2020). visualization; writing -original draft; writing -review and editing.…”