Tag: Equality

Navigating LGBTQ+ discrimination in healthcare: where do we go from here?

As a chronically under-represented and under-researched group, the unique experiences of LGBTQ+ healthcare staff in the workplace are often neglected. Third-year medical student, Avani Ela Kaura, highlights why it’s imperative that we listen, address and support the specific needs of LGBTQ+ people.


Exploring how work-related stress affects LGBTQ+ healthcare professionals in my recent Letter to the Editor was greatly saddening, and a little dark. However, having been published in The BMJ  and reaching a wider audience, my hope is that awareness has been raised, granting volume to these silenced voices. This is especially important as the unique yet varied experiences of LGBTQ+ people are in-genuinely, or more frequently, not explored. Despite being at the dawn of my career, I am keen to pioneer a movement of change.

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Inspirational leadership matters: supporting the next generation of clinical academics

Dr Maddalena Ardissino

This festive period, Three Wise Women from the Faculty of Medicine will be giving us the gift of wisdom.


The journey to becoming a clinical academic can be long and arduous, with many obstacles. Dr Maddalena Ardissino, from the National Heart and Lung Institute, reflects on her own experiences as a trainee and explains why mentorship is key to supporting the growth and development of young, aspiring clinical academics.

Almost exactly five years ago, I stood amongst a crowd of young academics at a poster session at the Intensive Care Society’s annual conference, experiencing a feeling of anxiety I’ve never known before or since. I was in my fifth year of medical school and standing in front of a group of excellent researchers who were about to listen to me give my first scientific presentation. It seemed unthinkable to me, at the time, to think that they might have the slightest interest in what I had to say.

Since then, my journey through clinical and academic training has been what I can only describe as an adventure. I quickly realised that there isn’t a single defined path for clinical academics, with each individual moulding a slightly different journey. When I look around at my fellow clinical academics at the National Heart and Lung Institute, however, there is one key feature that we all share: enthusiasm. And behind this feature there is one single, common theme: the support of a truly inspirational mentor.

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Setting up the Julia Anderson Training Programme: lessons learned

Clarissa Gardner

This festive period Three Wise Women from the Faculty of Medicine will be giving us the gift of wisdom.

Clarissa Gardner, founder of the Julia Anderson Training Programme, shares insight into setting up the scheme and provides practical guidance for others on how to use the model within their own organisations. 


2020 was a strange year. We lived through a pandemic that took a huge toll on our economy, our mental wellbeing, and for some of us the lives of our loved ones. 2020 was also the year in which there was renewed interest in addressing social injustices that have impacted traditionally underserved communities across the world.

At Imperial College London, like many other academic institutions, there were many discussions being held about our history, curriculum, use of language to describe people, and the representation of students and staff of different backgrounds at various levels. (more…)

Speaking authentically within higher education

How can we foster a sense of authenticity within ethnically minoritised students? Dr Zoe Moula, Teaching Fellow at the School of Public Health, aims to raise awareness of how we can promote a more inclusive educational environment and understand the barriers which can affect a student’s sense of authenticity within higher education.


The underrepresentation of ethnically minoritised students at university, and even more so in medicine, often results in identity suppression in order to ‘fit in’. Yet, this can lead to increased anxiety, and interferes with a student’s ability to succeed academically and professionally.  Societal, structural and institutional factors, such as racism, discrimination and socioeconomic inequalities may all play a part into why a student may not be able to express their true self.  It is therefore crucial that any effort to promote Equality, Diversity and Inclusion (EDI) must also protect and promote a student’s sense of authenticity. (more…)

What is being done to help low-income children get a Healthy Start? And is it enough?

Jennie Parnham shares insights into an evaluation of Healthy Start, a food assistance policy in England.


Low-income children have a much lower chance of eating a healthy diet than more affluent children, as highlighted by the recent campaigning of Marcus Rashford.

The causes of this disparity are very complex. It’s also important to say that although it’s more likely, it’s not deterministic. Many children of all backgrounds have a healthy diet. However, unfortunately factors tend to cluster together, making a healthy diet less likely for some. Let’s consider a single parent with a young child. One-third of children in single parent households live in poverty and it can cost up to 75% of their disposable income to buy the recommended food for a healthy diet. This is because healthy food is three times more expensive than less healthy foods. In their neighbourhood, there might be more places to buy ultra-processed fast food than healthy food. Finally, they may have less time to prepare healthy food, as there are fewer helping hands at home. In this environment, many families find their options for healthy eating limited. (more…)

Why we still need ‘Women in Science’ Awards

Paz Tayal receiving award

Dr Paz Tayal reflects on her experience in the L’Oréal-UNESCO For Women in Science Rising Talent Awards.


Do we even need an award for ‘Women in Science’? Shouldn’t there be a similar award for men in science? Well, depends on how you look at it, but you could argue all awards over the past 1000 years have been for ‘Men in Science’.

The L’Oréal-UNESCO For Women in Science Rising Talent Programme has promoted women in scientific research on a global scale since 1998. The L’Oréal-UNESCO UK and Ireland For Women in Science Programme offer awards from a partnership between L’Oréal-UNESCO UK & Ireland, the UK National Commission for UNESCO and the Irish National Commission for UNESCO, with the support of the Royal Society, to promote, enhance and encourage the contribution of women pursuing their research careers in the UK or Ireland. (more…)

Finding ‘me’ in the fight against inequality

This festive period Three Wise Women from the Faculty of Medicine will be giving us the gift of wisdom.

Dr Sarah Essilfie-Quaye, Project Manager in Research Strategy, discusses how we can all do more to address structural racism in academia.


I used to describe myself as an ‘early retired scientist’ – I left the lab not because I no longer loved research, but due to a series of challenges and roadblocks. However, on reflection, regardless of any career choices I made, it was unlikely I would become a professor. Because I am a woman; a woman who is Black; of African descent – Ghana, to be specific (#GhanaJollof!).

The harsh reality

To have a successful career in academia, I saw becoming a professor as the top of the achievements list, and while this is a tough goal for anyone, it is much, much tougher for some. I looked for Black women professors at Imperial. I think I was looking for my role models. Unfortunately for me ‘computer said no’, the answer was there were none. Zero. Nada. Zilch. This hugely influenced my decision to move away from academia and towards university administration, as I thought I was more likely to be able to achieve a stable and successful career that way. This was a decade ago, and despite now finally becoming part of a supportive team, I am still on short-term and part-time contracts. For this to happen I had to leave a permanent (albeit part-time) post elsewhere at Imperial – due to the toxic environment and lack of allies.

During my career, I have come to understand several key issues around race, and these include how under-represented Black women are at Imperial. There are still no women that look like me as professors. Nor in any permanent academic roles. In the whole of the UK there are only 35 professors who identify as Black women out of 21,000. And as I currently keep trying to highlight, while 25 per cent of Imperial staff are from a Black, Asian or ethnic minority (BAME) background, only 9 per cent are in senior positions, and how many of those are Black…? (more…)

Navigating LGBTQ+ discrimination in academia: where do we go from here?

Originally published in The Biochemist, Karim Boustani and Kirk Taylor discuss their experiences of being LGBTQ+ in bioscience, the various types of discrimination that LGBTQ+ scientists may face in academia and some of the existing initiatives and campaigns in place to combat this.


Before we get into the nitty-gritty of this article, we want to make clear that this piece is written from the perspective of two cis gay men and anyone reading this should realize that our experiences are not universal. Everyone within the community has a different journey and we cannot speak about anyone else’s experience.

We would also like to define a few terms that will be used throughout the article to help you understand the points that we make, although we would like to stress that, in this area, definitions are contested (Table 1). We use the term LGBTQ+ to refer to anyone who identifies as lesbian, gay, bisexual, trans or intersex, or anyone who is sexually and/or gender diverse. Sexual orientation refers to whom people are attracted to and form romantic or sexual relationships with. This can be to people of the opposite sex or gender (heterosexual), same sex or gender (homosexual), both sexes or genders (bisexual), more than one sex or gender (pansexual) or lack of sexual attraction to any sex or gender (asexual). Gender identity refers to how we subjectively perceive our gender, which may or may not correspond with the sex we are assigned with at birth. Society has created a gender binary, which includes expectations of masculinity and femininity, which is applied to sex, gender identity and gender expression (i.e. the way you express your gender through clothes, hair or makeup). It is important to note that some people do not identify with this binary (e.g. non-binary individuals) and some people do not identify with some or all aspects of the gender assigned to them. As scientists, we must also recognize that our choice of indicators for biological sex categorizations are unstable (on this topic, we would encourage all to read Professor Anne Fausto-Sterling’s “Science Won’t Settle Trans Rights”). Transgender (or trans) refers to individuals whose gender identity and/or gender expression differs from the expectations of the gender they were assigned at birth. Being trans is not associated with a person’s sexual orientation. Those who do not identify as trans are described as cisgender. LGBTQ+ discrimination may be based on sexual orientation, gender identity, gender expression or sex characteristics. (more…)

Meet our LGBT+ student community

As a part of LGBT+ History Month, Stevie Lam, from the School of Medicine has teamed up with IQ Society to celebrate our LGBT+ community and share their stories! 


Jeh – 4th Year MBBS Medicine

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What is neurodiversity and why STEM organisations should embrace it

Siena with Sally Phillips at Shine a Light Awards 2019

Siena Castellon, a 16-year-old award-winning autism advocate, makes the case for why diversity should be expanded to include neurodiversity.


Most universities have embraced diversity. They recognise that having students and faculty with diverse backgrounds, experiences and perspectives leads to increased creativity, innovation and productivity. However, most universities, focus their diversity initiatives on race, ethnicity and gender. Universities also prioritise initiatives that aim to improve social mobility, which is why many of the STEM work placements or summer school programs are only available to students from low-income families. Although it is important to address the under-representation of Black and Minority Ethnic students (BME), women and students from disadvantaged backgrounds, it is just as important to include people who are neurodivergent – a minority group that is often forgotten. (more…)