While the lack of racial and ethnic diversity in the genetic counseling profession has been discussed for decades, little attention has been paid to the training experiences of under‐represented minorities. Under‐represented minority graduate students in other disciplines have been reported to experience microaggressions and feelings of isolation during training, and they are often informally enlisted to educate classmates about issues related to race. In 2019, sociologist Lauren Olsen coined the term conscripted curriculum to describe the utilization of minority medical students to elucidate issues of race or ethnicity for their classmates. The conscripted curriculum arises when these topics are taught in a small‐group discussion format that relies on students sharing their individual experiences to educate their classmates. In classrooms with limited diversity, the expectation to contribute falls disproportionately on students from non‐majority groups. In this qualitative study, we conducted videoconference focus groups with 32 recent graduates of genetic counseling training programs who identified as racial or ethnic minorities. We present the results of two thematic categories that emerged from that study: the participants' perspectives on the cultural competency curriculum in their training programs and the participants' feelings of being pressed into service as spokespeople for their cultural groups. Participants described the cultural competency training as occurring primarily in a small‐group discussion format in which students were expected to share their personal experiences. During these discussions, minority students, especially those in less‐diverse class cohorts, felt obliged to contribute their perspectives in order to educate non‐minority classmates about issues of race and ethnicity, leading to feelings of frustration and exhaustion. The results reflect a conscripted curriculum as described by Olsen (2019). Journal of Health and Social Behavior, 60(1), 55–68, in which minority students bear the burden of educating their classmates about the social basis of race. Genetic counseling training programs should critically examine their cultural competency curriculum to create a more equitable training environment.

中文翻译：

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应征课程：少数民族遗传咨询学生的经验

尽管几十年来一直在讨论遗传咨询行业缺乏种族和种族多样性的问题，但对于代表性不足的少数民族的培训经验却鲜有关注。据报道，在其他学科中代表性不足的少数族裔研究生在训练过程中会遭受微攻击和孤立感，而且他们经常被非正式地招募来教育同学有关种族的问题。在2019年，社会学家Lauren Olsen创造了术语应修课程描述利用少数民族医学生为同学阐明种族或种族问题。当这些主题以小组讨论形式进行授课时，应征课程便会出现，这种形式依靠学生分享他们的个人经验来教育他们的同学。在多样性有限的教室中，来自非多数群体的学生对贡献的期望成比例地下降。在这项定性研究中，我们与32名遗传咨询培训课程的应届毕业生（确定为种族或少数民族）进行了视频会议焦点小组讨论。我们介绍了从该研究中得出的两个主题类别的结果：参与者在其培训计划中对文化能力课程的看法以及参与者的 被迫担任文化团体代言人的感觉。参与者将文化能力培训描述为主要以小组讨论的形式进行，希望学生可以分享他们的个人经验。在这些讨论中，少数族裔学生，特别是少数种族的学生，有义务发表自己的见解，以教育非少数民族同学关于种族和民族的问题，从而导致沮丧和疲惫的感觉。结果反映了Olsen（2019）描述的应征课程。在这些讨论中，少数族裔学生，特别是少数种族的学生，有义务发表自己的见解，以教育非少数民族同学关于种族和民族的问题，从而导致沮丧和疲惫的感觉。结果反映了Olsen（2019）描述的应征课程。在这些讨论中，少数族裔学生，特别是少数种族的学生，有义务发表自己的见解，以教育非少数民族同学关于种族和民族的问题，从而导致沮丧和疲惫的感觉。结果反映了Olsen（2019）描述的应征课程。《健康与社会行为杂志》，60（1），55-68，其中少数民族学生承担着对同班人进行种族社会基础教育的重担。遗传咨询培训计划应严格审查其文化能力课程，以创造一个更加公平的培训环境。