Racial Equity, Diversity and Inclusion in Bioethics: Recommendations from the Association of Bioethics Program Directors Presidential Task Force

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Table 1. ABPD REDI task force guiding questions.

What is the current state of racial diversity and inequities in the field of bioethics?

What problems, causes, and consequences are associated with existing inequities and a lack of diverse perspectives and voices in bioethics?

What are individual and institutional responsibilities for improving diversity, equity, and inclusion in bioethics aimed at sustainable change and transformation in the field?

Are there indicators or assessment tools for examining REDI in bioethics programs?

What strategies, actions, and funding sources would improve diversity in bioethics research, practice, and education?

Table 2. Association of bioethics program directors REDI task force recommendations.

Attracting, Training, and Retaining REDI Scholars	Recommendation 1. Promote scholarship and research on and with diverse populations and stakeholders that is inclusive of a broad range of values and worldviews, and which centers REDI.	Who do you cite in your bioethics scholarship? Which works are considered required reading in your bioethics programs and why? How well does your bioethics scholarship reflect the lived experiences of people who have been minoritized as result of racism? Which frameworks in bioethics are called upon to conceptualize and address ethical problems?
	Recommendation 2. Develop funding models to sustain REDI and REDI scholars in bioethics.	What type of funding supports REDI scholarship and REDI scholars? How do funding models in bioethics differ for REDI and non-REDI scholarship and scholars? What are the mechanisms for sustainable support of REDI scholarship and REDI scholars in bioethics?
	Recommendation 3. Integrate REDI as a fundamental framework in the education of bioethics to students in a broad range of professional training, including medicine, public health, nursing, social work, and other allied health fields.	How are race and racism taught in bioethics courses? What must a bioethicist know about the history of race and the impact of racism on health and science? What REDI scholarship is required in your bioethics courses and by whom are they taught?
	Recommendation 4. Support REDI scholars through mentorship, sponsorship and leadership opportunities.	How many REDI scholars are in your program? How does your mentorship and sponsorship reflect a commitment to REDI? How is a commitment to REDI reflected in your tenure and promotion policies, processes and outcomes?
	Recommendation 5. Integrate REDI into program governance and policies to ensure equitable treatment.	How is service and specifically, REDI work (eg. DEI committees and DEI statements), distributed and compensated? Are salaries and other forms of compensation equitable across faculty and staff? How has REDI informed leadership opportunities and succession plans?
Advocacy and Community Outreach	Recommendation 6. Adopt a REDI lens in policy, advisory and consultative roles.	Do policy, advisory and research and clinical consultation recommendations consider implications for REDI as standard practice? Do the bioethics organization, editorial boards, review sections and other bodies reflect a commitment to REDI in their membership? Is ongoing training on REDI required for advisors, consultants, and reviewers you engage?
	Recommendation 7. Build equitable partnerships with communities that return concrete value to those communities.	How have you invited historically marginalized communities to participate in bioethics? What roles do these communities play in collaborations? What value do these communities derive from these partnerships? What mechanisms and approaches support sustainable relationships over time?
Assessment and Continuous Learning	Recommendation 8: Integrate REDI by committing funding and other resources to achieve REDI goals within a specific timeline.	How many REDI scholars can your program support within the next five years? What courses related to REDI need to be developed to offer students training by 2025? What mechanisms could produce accountability for REDI goals?
	Recommendation 9. Develop assessment tools and measure progress on REDI through collaboration.	What does progress mean in your local context? How would you measure change and identify facilitators and barriers? How are you learning from others who have made progress toward REDI goals?

Table 3. Tools and resources for REDI assessments of bioethics organizations.

Moving a Racial Justice Agenda: Organizational Assessment: Are You Ready? Organizational Assessment Rubric. Diversity, Equity, and Inclusion (DEU) Organizational Assessment Tools: A Resource Guide Racial Equity Tools: Organizational Assessment Tools and Resources Assessing Organizational Racism Race Forward’s Racial Equity Impact Assessment Démos’ Racial Equity Transformation: Key Components, Process & Lessons