Establishing an antiracism framework for dental education through critical assessment of accreditation standards

Patrick D. Smith, Caswell A. Evans, Eleanor Fleming, Keith A. Mays, Leo E. Rouse, Jeanne Sinkford

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


Purpose: The purpose of this manuscript is to establish an antiracism framework for dental education. Since the accreditation process is an influential driver of institutional culture and policy in dental education, the focus of the framework is the Commission on Dental Accreditation (CODA) standards for predoctoral education. Methods: The authors of this manuscript reviewed each CODA predoctoral standard for opportunities to incorporate antiracism strategies. Eight standards were identified under themes of diversity (Standards 1-3, 1-4, 4-4), curriculum development (Standards 2-17, 2-26), and faculty recruitment and promotion (Standards 3-1, 3-4, 3-5). Guided primarily by National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care, a logic model approach was used to critically assess those standards for opportunities to establish antiracism strategies, with anticipated outcomes and impacts. Results: Strategies highlighted a need to improve recruitment, admissions, and accountability among dental schools to address the low numbers of historically underrepresented racial and ethnic (HURE) students and faculty. They emphasized the inclusion of racism in curricula geared toward training dental students to provide care to HURE populations. Finally, there are opportunities to improve accountability that dental schools are providing equitable opportunities for career advancement among HURE faculty, with consideration of conflicting demands for scholarship with HURE student mentoring, role modeling, teaching, and/or service. Conclusions: The framework identifies gaps in CODA standards where racism may be allowed to fester, provides specific antiracism strategies to strengthen antiracism through the accreditation process, and offers dental education programs, a process for evaluating and establishing their own antiracism strategies.

Original languageEnglish (US)
Pages (from-to)1063-1074
Number of pages12
JournalJournal of dental education
Issue number9
StatePublished - Sep 2022

Bibliographical note

Publisher Copyright:
© 2022 The Authors. Journal of Dental Education published by Wiley Periodicals LLC on behalf of American Dental Education Association.


  • accreditation
  • cultural diversity/cultural competency
  • dental education
  • minority recruitment
  • racism
  • underrepresented minority faculty
  • underrepresented minority students
  • Humans
  • Education, Dental
  • Cultural Diversity
  • Faculty, Dental
  • Cultural Competency
  • Students, Dental
  • Curriculum
  • Accreditation
  • Racism

PubMed: MeSH publication types

  • Journal Article


Dive into the research topics of 'Establishing an antiracism framework for dental education through critical assessment of accreditation standards'. Together they form a unique fingerprint.

Cite this