If current population trends continue, the U.S. population will be a “majority minority” nation in 2044 according to a report by the Brookings Institution (Frey, 2014). Based on the United States Census Bureau projections, the non-Hispanic White population will decrease by 9.5% from 2016 (61.3%) to 2060 (44.3%; Vespa et al., 2020). In 2060, those who self-identify as White will make up 68.0% (44.3% self-identifying as non-Hispanic White) of the population; these percentages are 15.0% for Black people, 9.1% for Asian people, 1.4% for American Indian and Alaska Native people, 0.3% for Native Hawaiian and Other Pacific Islander people, and 6.2% for multiracial people (Vespa et al., 2020). Hispanic people will comprise 27.5% of the population (Vespa et al., 2020). These changing demographics have implications for the practice of public health and medicine, and the composition of the workforce. Foremost in responding to the needs of an increasingly diverse U.S. population is attaining a racially and ethnically diverse workforce at the organizational and systems levels. This diverse workforce, inclusive of interdisciplinary perspectives, would need to be culturally responsive and structurally competent to inform strategies for effective public health data and action (Hansen & Metzl, 2016). Coronado et al. (2020) contend “Public health agencies that employ a diverse workforce are better positioned to implement targeted approaches in communities where they are needed, create systems to support those needs, and supply a greater variety of effective solutions to help address health disparities” (p. 390). Intentional and progressive pedagogy is needed to ensure an educational pathway for currently underrepresented students to pursue careers in public health, medicine, and other health-related fields.