Jada Bascom Foundation
4
25-30 minutes

Public Health, Diversity & Equity

Examine why diversity in donor registries matters and explore concepts of health equity and community responsibility.

Learning Objectives

  • Explain why genetic diversity affects match rates for different populations
  • Define health equity and identify disparities in donor matching
  • Discuss ethical considerations around community responsibility and altruism

Materials

  • Whiteboard for data discussion
  • Note-taking materials

Lesson Content

Review: Why Matching Depends on Ancestry (5 min)

  • "HLA markers are inherited—you get them from your parents, who got them from their parents."
  • "People who share ancestry often share similar HLA patterns."
  • "This means the best chance of finding a match is often with someone from a similar background."
  • "But here's the challenge: not all backgrounds are equally represented in registries."

The Disparity Problem (10 min)

  • "About 77% of white patients find a matching donor (Source: NMDP, 2024)."
  • "For Black/African American patients, that number drops to about 29% (Source: NMDP, 2024)."
  • "For patients of mixed ancestry, it can be even lower (Source: NMDP)."
  • "Why? Because most registered donors are of European ancestry."
  • "This is a health disparity—an unfair difference in health outcomes between groups."

Match-rate figures are NMDP/Be The Match estimates as of 2024 and move as the registry diversifies; see the source link in the Sources section for the current numbers.

Key Insight:

This isn't about biology making some groups "harder to match." It's about representation. If more diverse people joined registries, match rates would improve for everyone.

Health Equity and Fairness (5 min)

  • "Health equity means everyone has a fair chance at good health."
  • "When some groups have lower match rates, that's not equitable."
  • "But this isn't unchangeable—it's something communities can address."
  • "Awareness, education, and outreach can help improve representation."

Ethics Discussion: Responsibility and Choice (5 min)

  • "Is there a community responsibility to help others? Or is it purely individual choice?"
  • "Altruism—helping others without personal benefit—is valued in many cultures and religions."
  • "But forcing anyone to donate would be wrong. Voluntary participation is essential."
  • "The ethical balance: respecting individual choice while building systems that serve everyone fairly."

Closing (2 min)

  • "Understanding disparities is the first step toward addressing them."
  • "As future adults, you'll be able to make informed decisions about how you want to participate in community health."
  • "For now, awareness itself is a contribution—you can share what you've learned."

Activity: Group Discussion - Ethical Dilemmas

Discuss in small groups:

  1. Scenario A: Should schools teach about donation? Why or why not? (Consider: education vs. pressure)
  2. Scenario B: A community has low registry participation. What ethical ways could they increase awareness? (Consider: outreach without coercion)
  3. Scenario C: Someone is a potential match but doesn't want to donate. Should they feel guilty? Why or why not? (Consider: personal choice vs. social expectation)

After small group discussion, share key points with the whole class.

Health Equity
When everyone has a fair opportunity to be as healthy as possible, regardless of background.
Disparity
An unfair difference between groups—in health, when some groups have worse outcomes than others.
Diversity
Variety; in registries, having donors from many different ancestral backgrounds.
Ancestry
The ethnic and geographic origins of your family over generations.
Altruism
Caring about and helping others, even when there's no personal benefit.

Reflection Questions

  • What surprised you most about the match rate differences between groups?
  • How do you think awareness education could help address health disparities?
  • What role do you think young people can play in public health—even before they're adults?
  • Is there a difference between "should" and "must" when it comes to helping others?

Optional Extension

Research and write a short essay: "What does health equity mean to me?" Students can connect this topic to other health disparities they've learned about.

Congratulations!

You've completed "Systems, Genetics & Public Health"! You now understand blood science, genetics basics, how registries work, and why diversity matters for health equity. Keep thinking critically about these important topics!

Sources

Lesson 4: Public Health, Diversity & Equity | Grades 6-8 | Jada Bascom Foundation