DEI at Work

Critical Considerations of DEI Evolution, Training, and Adaptation

by Allyson S. Belton, MPH Morehouse School of Medicine

Achieving health equity and ensuring optimal health outcomes for an ever-changing population can seem far from reach given the growing diversity seen across the populace. No longer is “diversity” a general phrase that refers only to one’s racial identity; rather, it reflects all the special bits and pieces that make us individuals. Additionally, “inclusion” has become more than ensuring that parties have a representative at the proverbial table; today, it means espousing the norms and values of those at the table and establishing an appropriate place for said norms and values.

Yet, when given the task to prepare leaders and learners—both current and future—to take charge of this important task, it is critical to consider the intersectionality of diversity, equity, and inclusion (DEI) in what perpetuates the health inequities we witness, the solutions needed to eliminate these inequities, and the required resources.

The Emergence and Transformation of DEI

The advent of DEI emerged in the late 1960s in response to the shifting, post-Civil Rights climate where support was needed to bolster social acceptability of racial integration.1 Over time, these constructs have not only been applied to promote institutional values relative to race and ethnicity but expanded in consideration of gender identity and sexual orientation, disability status, nationality, religious beliefs, and other identity spaces. Even among a group of highly diverse learners, there is a significant need to incorporate DEI in all training efforts.

Developing Diverse Learners in an Ever-Changing Climate

In addition to the collaborative efforts supporting the Diverse Executives Leading in Public Health Program, Morehouse School of Medicine and the Association of State and Territorial Health Officials each have a unique role in developing diverse and unique learners across multiple training levels. From training graduate-level students to executive-level professionals, our respective programming efforts recognize the need to remain abreast of the changing social and political climate to shape and adapt our respective curricula—this enables us to meet the needs of the learners and those they will serve by approaching DEI from an intersectional lens.

Furthermore, we also are intentional in those selected for participation, as we believe that not only will the participant learn from the program, but they will also bring a perspective from which others may learn. This further enriches the intersectional nature of the learning experience.

Sustaining DEI Efforts for Health Equity

Promotion of DEI in organizational, educational, and other institutional spaces is certainly not a fleeting trend, making temporary passage through these places until the next set of values and strategies are elevated to priority. Rather, to continue to meet the needs of the learners we engage while also equipping them to be those who will ultimately advance health equity towards the achievement of justice, there must be constant attention to and awareness of the never-ending changes occurring within our society. Along with this attention and awareness, we must always remain prepared to adjust the lessons we teach, as well as continue our own training, growth, and enrichment.

Allyson S. Belton, MPH is the Director of Education and Training for the Satcher Health Leadership Institute (SHLI) at Morehouse School of Medicine where she designs, implements, and evaluates health equity-based leadership training curricula/ programming for diverse learners, in alignment with the SHLI priority and focus areas (Health Systems Transformation, Political Determinants of Health, and Mental and Behavioral Health).