J Acad Nutr Diet. 2022 Nov;122(11):1993-2000. doi: 10.1016/j.jand.2021.06.302. Epub 2021 Aug 6.
Only 13.1% of US registered dietitian nutritionists and 27.8% of students enrolled in US dietetics education programs identify as racially/ethnically diverse individuals. National demographic trends show increasing percentages of racially/ethnically diverse individuals within the broader US and college student populations; however, these changes have not been mirrored within dietetics. Dietetics educators have an ethical and professional mandate to address diversity, equity, and inclusion within their programs. This paper reviews key terminology related to diversity, equity, and inclusion in the context of dietetics education, and describes a new framework to transform dietetics education based on the principles of cultural humility and culturally sustaining teaching. Strategies are presented to facilitate recruitment, admissions, retention, and mentorship for racially/ethnically diverse students and faculty, and to improve diversity, equity, and inclusion within curricula and classrooms. Lastly, this paper provides clear practice applications, including recommendations for program policy change and training/skill building activities for dietetics students, educators, and preceptors.
仅有 13.1%的美国注册营养师和 27.8%的美国营养专业学生来自不同种族/民族背景。美国的人口统计趋势显示，不同种族/民族背景的人群在全美和大学生群体中的比例不断增加；然而，营养专业领域并没有反映出这种变化。营养教育工作者在其专业课程中负有解决多样性、公平性和包容性问题的道德和职业责任。本文回顾了与营养专业教育相关的多样性、公平性和包容性的关键术语，并根据文化谦逊和文化可持续教学的原则，描述了一个新的转变营养教育的框架。本文还提出了一些策略，以促进不同种族/民族背景的学生和教师的招生、保留和指导，并改善课程和课堂中的多样性、公平性和包容性。最后，本文提供了明确的实践应用，包括针对营养专业学生、教育者和导师的课程政策改革建议和培训/技能提升活动。
