From clinical, ethical, and public health standpoints, diversification is foundational to just responses to the health needs of a pluralistic nation.

The US Supreme Court has allowed race-conscious admissions when a school’s purpose is to diversify an incoming class but not to remediate inequity.

Obstacles for applicants with disabilities illuminate admission practices that could help craft a clinical workforce that is appropriately diverse and prepared to give just, patient-centered care.

Retention, student progression, and career advancement milestones are at least as important as admissions in promoting just medical education opportunity.

Deficit-focused interventions undermine appreciation of the value students and physicians with minoritized identities bring to medicine’s capacity to motivate equity.

This watercolor self-portrait visually characterizes an irony faced by clinicians who are underrepresented minorities.

There are fewer Black men in US medical schools today than in 1970, although their contributions are key to building medicine’s capacity to equitably promote healing.

Schools are permitted to construct URiM definitions, suggesting the importance of regarding them as fluid works in progress as US demographics evolve.

A culture of safety and respect in sites of health care education and work is foundational to the well-being of everyone in health care.

Bigotry and discrimination predate the founding of the US, even if we only consider the status and treatment of Indigenous persons, enslaved Africans, and women.