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…)
Cate Goldwater Breheny, undergraduate student at the School of Medicine, reflects on their first MEdIC Masterclass and the discussions sparked around diversity and inclusivity.
When I first suggested signing up to medical education masterclasses over the summer, people were skeptical. After a long year of university, wouldn’t it be better to have some time off? Why medical education over a paying job or maybe a scientific internship?
And I confess, I was perhaps a little skeptical too. Yet, it only took five minutes to sign up, and then I had the rest of term to worry about. As it turned out, that was five minutes incredibly well spent.
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…)
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
In celebration of LGBT STEM Day, Dr Akif Khawaja shares the small things everyone can do to make STEM more LGBT-inclusive.
With the glitter of the Mighty Hoopla weekend – a LGBT-friendly pop music festival – having finally settled, all eyes are now set on Pride. For many this will mean another (hopefully sunny) weekend of short shorts, tank tops and daytime drinking. In addition to the parade, especially in London, pride month is chock-a-block of events highlighting all aspects of LGBT+ culture and history. This year, Pride in STEM (Science, Technology, Engineering and Mathematics) has been helping to showcase and support LGBT+ people within the STEM fields by organising LGBT STEM Day.
So, what is Pride in STEM and what is LGBT STEM Day?
Starting with the easy one – Pride in STEM is a charitable trust run by an independent group of LGBT+ scientists and engineers. Founded in 2016, Pride in STEM was the brainchild of Dr Alfredo Carpineti, his husband Chris, and Matt Young. They aim to support all LGBT+ people spanning all of STEM and in doing so, raise their profiles and showcase their work. Now as for LGBT STEM day, this was their latest effort to promote the dissemination of work done by LGBT+ STEM staff. It falls on Friday 5 July 2019 (I’m told purposefully chosen as 507nm is the wavelength of the green stripe in the pride flag – 5.07 … get it?!) and the day before the Pride in London Parade. (more…)
Karim Boustani argues the importance of making STEM LGBT-inclusive, from improving visibility to expanding diversity initiatives to include LGBT people.
A large barrier to the creation of an inclusive workplace in science, technology, engineering and mathematics (STEM), in my experience, is the view that being out is regarded as “unprofessional” because it is seen as too “personal”, even though most of our colleagues are “out” as being straight without issue. LGBT people tend to depoliticise themselves in the workplace because there is a commonly held view that discussions about inequality are not regarded as relevant to STEM work. The term “LGBT” will be used in this post to refer to anyone who identifies as lesbian, gay, bisexual, trans or intersex, or who does not conform to society’s expectations in terms of sexual or gender identity and expression.
The lack of lesbian, gay, bisexual and transgender (LGBT) diversity within STEM subjects is a longstanding issue that is too often left out of conversations about broadening participation in STEM. It is estimated that LGBT people are approximately 20 per cent less represented in STEM fields than expected. Additionally, male LGBT undergraduates are much less likely to stay in STEM degrees than straight men. (more…)
Katie Stripe gives a personal account of why she wears the rainbow lanyard to make herself visible to others who may need to see gay people doing normal things.
I could start by telling you what I identify as, but I don’t think that is important. The defining features of my character are more about what I am like as a person; sarcastic, grumpy, caring, funny, and what I do; I like to lift heavy weights, play hockey, take photographs, go on holiday and I did my first triathlon at 35 and now I am hooked (or mad). I am also a learning technologist and a learning designer, I build stuff online and develop learning materials and environments for students at Imperial’s National Heart and Lung Institute (NHLI). Having said all that I am writing this because as a gay member of the Imperial community I think it is important that I am visible to people who may need to see gay people doing normal things. (more…)