Caroline Medina (they/them) is the Director of Policy for the Whitman-Walker Institute, which leverages cutting-edge research, policy, and education to advance health equity nationwide, particularly for LGBTQ+ people and people living with HIV. The Institute is affiliated with Whitman-Walker Health, a Federally Qualified Health Center with more than 50 years of service to diverse communities across the D.C. area and beyond. Caroline’s work focuses on furthering policies to improve access to high-quality health care services and health insurance coverage, combat discrimination, and enhance data collection on sexual orientation and gender identity to support intersectional research agendas and evidence-based policymaking. They oversee the Policy Department’s work to advance health equity for underserved communities through strategic advocacy, effective coalition-building, timely and impactful policy research and analysis.

Prior to joining Whitman-Walker Institute, Caroline was the Director of LGBTQI+ Policy at the Center for American Progress think-tank where they worked to expand legal and lived equality for LGBTQI+ people. Caroline worked as Legislative Director and Chief of Staff to State Representative Kay Khan, House Chair of the Massachusetts Joint Committee on Children, Families, and Persons with Disabilities. Caroline earned their Master of Public Administration from the London School of Economics and Political Science with a focus on social and economic policy and their B.A. from Amherst College. 



Authored by Caroline Medina, M.P.A.

Blog Post

Data Equity and LGBTQ Populations: Why Collecting Sexual Orientation and Gender Identity Data Matters

AcademyHealth member and HDLI panelist Dr. Kellan Baker and Caroline Medina, data equity experts at Whitman-Walker Institute, share why it’s critical for the field of health services research to collect and use high-quality data on sexual orientation and gender identity to guide the provision of optimal care for all and to close LGBTQ population health disparities.