The article below reflects the personal opinions of the author(s) and does not reflect the views or opinions of the Perspectives editors or committee, or the National Society of Genetic Counselors (NSGC).
I was the lone Black girl in my cohort. However, it wasn’t an odd feeling. On the contrary, this was an experience all too familiar to me — being the only Black person in an academic setting. I looked to spaces that had voices and identities representative of my own for solace, and with that strength, I also looked to guide those who would follow me. Diversity and inclusion have served as pivotal agents in my academic career, encouraging me to support other Black genetic counselors by building an uplifting community. Black organizations at the University of Pennsylvania catered to my yearning for connection and representation. After procuring a leadership role in the Black Graduate Women’s Association, I helped build a sisterhood rooted in safety and belonging, a space for those who often didn’t see familiar faces in their programs yet found connection and recognition in each other. In doing so, I cultivated a sense of community and inspiration designed to uplift those navigating challenging circumstances during their training. Groups like this empowered me to create my own space instead of trying to squeeze a seat at a table that was never meant for me.
Research including the experiences and feelings of Black students in genetic counseling programs reflects many of my own perspectives. One study found that participants who identify as a racial or ethnic minority are more likely to experience challenges beyond those of their white peers, leading to these students desiring additional support from their programs (Carmichael et al., 2021). This is a phenomenon that is not a new revelation for most individuals, especially Black genetic counseling students. There are constant situations that come to light in the field, shadowing the growth to the actual implementation of diversity, equity and inclusion. Several papers that investigate the experiences of students of color cite improvements that can be made in the genetic counseling field for this specific demographic of students. Jagannathan et al. (2024) specified the three most important areas of support that were voiced by participants: 1) having a presence of faculty of color, 2) having healthy and interactive relationships with faculty members, and 3) having financial assistance available for students, whether it's loans, grants, scholarships or in-state tuition. Even with published articles that discuss minority experiences and what can be done to improve them, there is an influx of Black students who are deciding to leave the profession or express their woes through social media posts in the hopes that it will garner attention or create a systemic shift. Furthermore, evidence from peer-reviewed papers, social media discourse and informal communications in the community highlights persistent systemic challenges that are a detriment to Black genetic counseling students.
I now hope to contribute to this growing body of research. Through solidarity, I was able to complete my master’s thesis, “Support, Mentorship and Community for Black Genetic Counseling Students,” which is a love letter to myself and others in the profession who may feel the same. My intention for writing this work was to expand on the experiences that Black students encounter during their training and provide changes that may empower a new generation of genetic counseling students. I am and will forever be proud of the work that my committee and I put into this project, but to this day, I’m still wary of the impact, or lack thereof, that may come from publishing the piece. In my own thesis, I uncovered many situations where Black genetic counseling students shared their struggles with being the only Black face in their program, strained relationships with a majority-white cohort, and program leaders and faculty who don’t know how to support minorities.
I believe that the genetic counseling field can evolve and develop, but we have to confront a hard truth: Black graduate students are consistently unsupported, unheard and pushed to the margins. The silence is not neutrality; it’s harm. If we truly believe in equity, inclusion and the future of this field, then we must be willing to name what’s broken and do the work to fix it together. We need to highlight programs and organizations that are already implementing changes. We need to uplift people who are doing the work, who are putting in efforts to reform the genetic counseling field. As my thesis co-authors and I are beginning the process of editing to submit for publication, I have lingering thoughts about whether this paper will be just another article about diversity submitted. However, I’m overall optimistic about the future of genetic counseling. I have met and talked with so many individuals who are creating spaces and acting to better the experiences for Black genetic counselors and students. To inspire others, I am taking a moment to spotlight organizations that are trailblazers in uplifting Black genetic counselors, students and prospective individuals in the profession. The future for Black individuals in the genetic counseling field isn’t just bright; it’s radiating with possibilities. And with aid and support to these organizations, they can shine brighter than ever before:
Shannon Gray, MS, LCGC, she/her Gray is a genetic counselor in the Division of Translational Medicine and Human Genetics at Penn Medicine. She graduated in spring 2024 from the University of Pennsylvania Perelman School of Medicine, where she was a Warren Alpert Foundation AID-GC scholar. Gray is passionate about health equity, patient advocacy and supporting opportunities for Black individuals in the field of genetic counseling.