Category Archives: Ethnicity

Holocaust Memorial Day 2022 – Thursday 27th January 2022

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An image of the Holocaust Memorial in Berlin. We see concrete slabs arranged in a grid pattern. A beam of sunlight enters the image from the top right-hand corner, and beautiful light shines onto of the memorial pillars.


Holocaust Memorial Day in an international day that is marked to remember those who were murdered for who they were.

By ‘visiting’ Yad Vashem, the World Holocaust Remembrance Center digitally, you can explore digital collections including  ‘The Online Photo Archive – Visual testimony of Jewish life before, during and after the Holocaust.’, ‘The Righteous Database’, featuring rescue stories, photos, and information.

 

The founders of Holocaust Memorial Day UK have provided a variety of different resources designed to enable you to mark Holocaust Memorial Day together, from home. Some ideas they suggest include:

Cook together – “Food is a great way to learn about other cultures and share a new experience, even while apart. Use these resources to organise your own online cook-along event.”

Inspire together – “Make a moving film from your home by each reading lines from a poem about the Holocaust or genocide. Alternatively, your group could put pen to paper and write your own poem, which you could then film.”

 

 

Gal Jackson, a current 2nd year Biomedical Engineering undergraduate student at UoR andnd the Secretary of the student Jewish Society, has translated a small section from her grandmother’s testimonial for us to mark Holocaust Memorial Day this year.

“I was born in Tomaszów Lubelski, Poland. When the war started, we were three kids: my sister Leah was the eldest, my brother Arieh, and me. I remember the bombing, it was midday, around noon. Mom was just about to leave to bring dad his lunch to the store; my family had a small grocery store on the main street. My sister Leah, who was already mature, started crying and didn’t let my mother leave. While my mother was deciding whether to go, dad already closed the store and came back home because there was a massive bombing on Tomaszów Lubelski, it seemed they bombed the Jewish neighbourhood. People ran to the fields for cover, I know because our house was on the outskirts of town. And since then, I think life never returned to how it was before.”

– Sarah Jackson

 

These images have been created by student representatives from the student Jewish Society, alongside our UoR social media team to be shared today.

 

 

 

Reading Council is hosting an in-person event which will also be livestreamed:

Holocaust Memorial Day
An evening of reflection to commemorate victims of the Holocaust will be held on Wednesday 26 January. The free event will be a mix of live and online elements, including speakers, choral performances, and candle lighting.

The event will begin at 7:30pm in the Council chamber, and will also be live-streamed on the Reading Council Facebook page. 30 free audience places are available, booked in advance and first-come, first-served. No walk-ins on the night will be accepted. For further information and to register for a place at the event please contact events@reading.gov.uk.

 

 

The UK Ceremony for Holocaust Memorial Day 2022 will be streamed online on Thursday 27 January at 7pm:

The Ceremony will run from 7–8pm. Register here to watch the Ceremony online.

 At 8pm, get ready to Light the Darkness with us. Households across the UK will be lighting candles and safely putting them in their windows to:

  • remember those who were murdered for who they were
  • stand against prejudice and hatred today

Light a candle and put it in your window at 8pm on 27 January 2022 (if you are able to do so safely).Use hashtags #HolocaustMemorialDay #LightTheDarkness

 

 

 

Welcoming the Year of the Tiger!

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(This post includes Chinese traditional characters and phrases with Cantonese 粵拼 jyutping and Mandarin 拼音 pinyin pronunciations respectively)

 

Lunar New Year / 農曆新年 (nung lik san nin / nóng lì xīn nián) is on Tuesday 01 February this year. This is the Year of the Tiger.

When is Lunar New Year?

Lunar New Year falls on a different date each year as it follows a traditional lunisolar calendar whose dates indicate both the phase of the moon and the time of the solar year. This coming Lunar New Year is on Tuesday 01 February 2022.

 

Why is it the Year of the Tiger?

Each year is represented by one of the 12 Zodiac animals. The zodiac system was originally connected with worship of animals and has existed in Chinese culture since the Qin dynasty which was around 2000 years ago! As such, the zodiac signs play an integral part in Chinese culture. Each animal has different characteristics and meanings which is often used to determine a person’s fortune and luck for the coming year and even their compatibility with other Zodiacs. For instance, those born in the Year of the Ox are said to often be decisive, honest, dependable, and hardworking.

The order the animals come in are:

rat (鼠 – syu / shǔ )
ox (牛 – ngau / niú)
tiger (虎 – fu / hǔ)
rabbit (兔 – tou / tù)
dragon (龍 – lung / lóng)
snake (蛇 – se / shé)
horse (馬 – maa / mǎ)
goat (羊 – yeung / yáng)
monkey (猴 – hau / hóu)
rooster (雞 – gai / jī)
dog (狗 – gau / gǒu)
pig (猪 – zyu / zhū)

(Image sourced from: https://img.meijingku.com/d/file/2020/02/25/3b1eb3eb6572fcbec8b09e9b01f1d605.jpg?x-oss-process=style/w_450-h_auto)

 

You can find out more about the Chinese Zodiac on this TED talk: The Chinese Zodiac, Explained – ShaoLan and on this Ted’Ed video: The Myth Behind the Chinese Zodiac – Megan Campisi and Pen-Pen Chen

 

Celebrations and Decorations

Lunar New Year is celebrated by more than 20% of the world! Many parts of Asia, including China, Hong Kong SAR, Singapore, South Korea, and Vietnam celebrate Lunar New Year as a national holiday. Usually, celebrations begin on Lunar New Year Eve and can last around 15 days.

Before celebrations begin, it is tradition for people to clean their houses thoroughly, almost like having a big ‘spring clean’. Decorations are then displayed once the house is clean.

Decorations for Lunar New Year are predominantly red – the colour represents happiness and good fortune. People often decorate by hanging up art and calligraphy illustrating certain words and phrases. The most common is 福 (fuk / fú) – meaning happiness and good fortune. It can be written with calligraphy onto a square piece of red paper like in the image below. 福 (fuk / fú) is commonly put up on doors, windows and walls around homes, offices, schools, and stores.

(Image sourced from: https://img.meijingku.com/d/file/2020/02/25/3b1eb3eb6572fcbec8b09e9b01f1d605.jpg?x-oss-process=style/w_450-h_auto)

 

If you have studied or worked at the University of Reading for a little while, you may remember seeing or even picking up one of the 福 (fuk / fú) badges that were created in celebration of the Year of the Pig in 2019.

 

Paper Cutting Arts (窗花 – coeng faa / chuāng huā)

The Chinese character 福 is often incorporated into other decorations such as paper cutting arts. This is a folk craft that is usually seen on windows with the literal translation meaning ‘window flower’. The images on these decorations often include fish (a pun for blessings), grains (representing hope for a good harvest) as well as dragons and peaches (symbols from folktales and legends). The zodiac for the year is often the image on these decorations too.

Lanterns (灯笼 – dang lung / dēng lóng)

There are often different activities for each day of the Lunar New Year holidays, often including the lantern festival. Some places still release lanterns for the festival, but for environmental reasons, many people choose to simply display their lanterns at home. There are many different styles of lanterns that are displayed ranging from red spheres to dragons!

Red Packets

(Image Sourced from: https://marketingweek.imgix.net/content/uploads/2018/02/15170414/chinese-new-year-750.jpg?auto=compress,format,&crop=faces,entropy,edges&fit=crop&q=60&w=750&h=400)

 

Red packets (red envelope / Lai See 利是/ Hong Bao 紅包 / Ang Pao) There are many names for these little red gifts! But all of these contain money. It is tradition for many in the ESEA (East and Southeast Asian) community and diaspora to exchange these as a symbol of good luck. It is tradition for elders to give them to children in hope of passing on good fortune and blessings for the year to come. Younger generations also commonly give their elders red packets as a sign of gratitude and as a blessing of longevity.

 

Online Activities and Events
Lunar New Year is a time for family, and this is seen as the most important part of the holiday.

With the ongoing pandemic and various restrictions on travel, many continue not be able to see family and loved ones in-person. Nevertheless, where possible, some celebrations continue to take place in-person and some online!

See below for some of the online events we have come across!

 

  • Celebrating Chinese/Lunar New Year 2022 at SACLL

Friday 28 Jan 2022, 12:30-1:30pm

Online

You’ll be able to:

watch how UoR alumni celebrate the biggest festival in various places of China

play games

show talents

have fun

and hopefully win some dumplings

Sign up here to join us at SACLL to celebrate Chinese/Lunar New Year and the arrival of spring or contact SACLL Director Carrie Zhang:c.x.zhang@reading.ac.uk

Download the Celebrating Chinese/Lunar New Year 2022 at SACLL flyer here.

 

  • The Lunar New Year Early Years Learning Resource

Free resource accessible online here

(https://www.besean.co.uk/resources-posts/the-lunar-new-year-early-years-learning-resource)

In collaboration with Early Years and Primary education experts with a combined experience of over 25 years, besea.n have created a learning resource that takes the work out of lesson planning.

There are two packs available to download. One contains all the information and activities, the second is an image resource to support learning.

The packs are free to download, however, we encourage a donation towards our non-profit organisation in order to continue our work advocating for East and South East Asian communities, including the creation of educational resources.

 

Wednesday 26 Jan 2022 at 10:00 | Eventbrite

Part 2 – Chinese New Year Virtual Celebration (10:38-11:00)

Chinese New Year Cooking Show

Performance 1: Chorus (tbc)

Performance 2: Traditional Chinese dance (tbc)

Performance 3: Music ensemble “You Are the Miracle”

 

Friday 29th January 2022 – Daytime

Join in online with the National Maritime Museum in Greenwich for a fantastic new year celebration

 

Saturday 5th February from 5:00pm – 7:00pm

Chinese New Year celebrations, online again from Birmingham Chinatown! Celebrate Chinese New Year in the comforts of your own home yet again with an online celebration on

 

 

 

 

Celebrating Diwali!

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Our staff and students at UoR have shared their Diwali celebrations with us in this blog! 

 

NHSF Reading 

Diwali is a very important festival for me. This allows me and my family to be together and celebrate. Last year, for Diwali we put Diyas around the house and got some sparkles to play with in the garden. Additionally, at university we had a Diwali ball during my first year which made me realise that this festival allows people to unite and have fun. It was full of dancing and taking loads of pictures. 

– Saumya(Co-president) 

 

Diwali is a time where all of my extended family get together. We play games and eats lots of freshly prepared Indian snacks and sweets. 

– Raj(Co-president) 

 

Diwali for me is about spending time with my family eating Indian food, playing games and watching the fireworks.  Growing up in Leicester I was surrounded by the biggest Diwali celebrations outside of India, I am so grateful to have celebrated and still celebrate in such a huge manner. 

– Bhavani(Sewa and Sanskaar) 
 

For me Diwali is about spending time with family and friends. Me and my family celebrate it by lighting Diyas(candles) outside our house and eating plenty of Indian Sweets. During this time, we also do fireworks and make rangoli which is a special type of art using different colours of powders to make beautiful designs. 

– Priyan(secretary and media) 

 

 

This Diwali, light a candle for hope 

Santosh Sinha (Staff Engagement Manager; Co-Chair of BAME Staff Network) 

 

What a difference a year makes! 

Diwali (the Hindu festival of lights) feels much brighter this year. Earlier this week, I was taking my son for his taekwondo class when the sky lit up with colours and sounds of fireworks.  

I am sure that the private school, which put on this display, was either celebrating Guy Fawkes Night a bit early or trying to cheer up its pupils. However, for me – and to some extent, my son – fireworks at this time of the year mean that other are joining in, in the celebration of Diwali (though some Indian friends suspect that this year it might also be English and Pakistani cricket fans celebrating yet another disappointing performance by India at the T20 Cricket World Cup). 

There is something about the fireworks that cheers you up. Over the years, we have toned down our use of fireworks. As parents, a sparkler seems to be the safest device your child can handle and the rest has to be done in moderation to be a good neighbour. 

Unlike last year, when the celebration were non-existent, this year’s celebrations started over the weekend for us. We had invited some families for dinner and Diwali celebrations with us. With COVID19 continuing to cast a shadow, we had to go for a much smaller gathering that we are used to.  

It did feel like Diwali. We had sweets. We had terracotta lamps. We had firecrackers. But most importantly, we had friends to celebrate the day with – friends who understand how important Diwali is and how it brings people together. 

It was nearly two in the morning by the time we wrapped up, but the clocks were changing that night and we were able to gain an extra hour of sleep. Definitely my best Diwali gift ever! 

Tonight we will be setting out to be with our friends, who we have celebrated Diwali with every single year that we have known them. The children look forward to it every year, and we enjoy spending Diwali with friends who are almost family to us. 

My wife and I have been able to see our mothers after almost three years – she had to visit India to see hers and mine is visiting us at the moment.  

As I wrote last year, most of us were hoping to meet up “soon” while being acutely aware that “soon” may be months away. Increased vaccination and the easing travel restrictions mean that the hope is now a reality. 

So let’s light a candle tonight to hope that the next year is an even better year than this one! 

 

Happy Diwali!

Prof Vimal Karani S (Professor of Nutrigenetics & Nutrigenomics) 

https://blogs.reading.ac.uk/diversereading/files/2021/11/Diwali-2_Trim2_1-Prof-Vimal-Karani.mov 

 

 

 

Diwali – Celebrating The Light Within 

Shweta Band (Lecturer and PhD Candidate, School of Law) 

 

The fragrance of sandalwood incense sticks and listening to the song ‘Uthi uthi Gopala’ in the blissful voice of Pandit Kumar Gandharva ji, the doyen of Indian classical vocal music- this is my earliest memory of a Diwali morning growing up in India. It was a decades-old family ritual and something that I miss every year celebrating Diwali away from home. As immigrants from India, I always find myself making eager attempts to relive and recreate all cultural traditions and rituals as an experience-legacy for my children. But there’s something magical in celebrating Diwali back home- surrounded by family and amidst the millions of lights and colours everywhere!  

I’m sure you all know Diwali as portrayed by social media, but if you’ve ever wondered how an actual Diwali day in India looks like- join in this visual journey- from my Diwali trip to India in 2019 (something I had managed after eight long years).  

As we celebrate Diwali away from home every year, we try and live the beautiful spirit of the festival- of the value of celebrating with family and friends, of the joy of gifting, of being thankful to the wealth (in whatever form!) that life has given us and of the eternal hope that good triumphs over evil and light over darkness. Diwali isn’t just about the light from the sparkles of the diya-lamps, or the lanterns or from the firecrackers. On a spiritual level, Diwali is all about being enlightened by the light within! It’s a beautiful reminder that one whose heart is filled with light, will brighten all lives around! This is what I love about my favourite festival.  

So here’s the Diwali wish I leave you with –  

Roshan karo, roshan raho!  

May you spread the light. May you be the light!  

 

 

 

 

 

 

 

All About Diwali

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What is Diwali?  

Diwa, also known as Divali or Deepawali, is a festival celebrated by people of different faiths including Hindus, Jains, Sikhs, Muslims and some Buddhists across the globe. 

Diwali originates from the Sanskrit word ‘deepavali’, which means ‘rows of lights’. 

Diwali is often referred to as the festival of lights. It celebrates the triumph of good over evil, and light over darkness, marking the start of the Hindu New Year. As one of the prominent festivals of India, celebrations take place together with family and friends, whilst new and old relationships are kindled through Indian sweets, delicacies and laughter.

 

When is Diwali?  

Diwali takes place over 5 days. The main festival day falls on a different date in the autumn each year, in line with the Hindu lunar calendar, in the Hindu lunar month Kartika. Usually, Diwali falls in October or November in the Gregorian calendar. This year, Diwali is on Thursday 04 November 2021. 

 

How is Diwali celebrated?  

Diwali is a five-day festival, with the height of the festival being celebrated on the third day, which is Thursday 04 November 2021. 

Preparations for the festival involve people cleaning and decorating their homes in the lead-up to the festival.  

Diwali is celebrated with joy, sweets, and also fireworks, string lights and candles. Many towns celebrate as a community by throwing parties. Traditional celebrations include lighting diyas (oil lamps) in workplaces and homes. Diyas are a guidance for Goddess Lakshmi to find her way home. They also act as a spiritual reminder that inner light can protect homes from spiritual darkness.  

Each day of Diwali has it’s own significance:  

Day 1, Dhanteras – Cleaning homes and shopping  

Day 2, Chhoti Diwali / Naraka Chaturdasi / Kali Chaudas  – Decorating homes with lamps and creating design patterns called rangoli using coloured powders or sand.  

Day 3, Diwali / Deepawali / Lakshmi Puja – The main day of the festival! Families and friends gather for prayers to Goddess Lakshmi, often followed by feasts and festivities – sometimes fireworks!  

Day 4, Govardhan Puja / Padva – The first day of the new year. Friends and families often visit each other with gifts and best wishes for the season.  

Day 5, Bhai Dooj / Yama Dwitiva – A day for brothers and sisters to honour one another. Siblings often pray for one another and participate in a ceremony called tilak. Often also followed by feats and festivities!  

  • Diwali Ball  

Date/Time: 25th November, 7pm-11pm
Location: 3sixty, Reading University Students’ Union 
Find out more by contacting NHSF Reading at nhsfreading@gmail.com  

 

 

Further Resources:  

Diwali.org – https://www.diwalifestival.org/ 

25 Facts About Diwali – https://parade.com/1116817/marynliles/diwali-facts/  

17 Indian Street Food Recipes – https://parade.com/843981/manuzangara/17-indian-street-food-recipes/ 

 

 

 

 

 

 

Proud to be: Celebrating Black History Month

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October is Black History Month and this year’s theme is Proud To Be. The campaign is aiming to make Black History Month 2021 unique and personal to individuals, families and communities. In addition to this aim, this theme also focuses on the achievements and contributions of Black people throughout history.  

 At the University of Reading, we are proud to be celebrating Black History Month and continuing conversations around race beyond just the month of October. In this blog piece, we’ve compiled a list of resources in various formats that encourage thinking and discussions on race for more than just a month.  

 

 

Books

on Black British History: 

on Anti-Racism: 

  • Why I’m No Longer Talking to White People About Race – Reni Eddo-Lodge  
  • So You Want To Talk About Race – Ijeoma Oluo 
  • The Good Ally – Novara Reid 

On Race:  

  • Afropean: Notes from Black Europe – Johnny Pitts
  • Biracial Britain: A Different Way of Looking at Race – Remi Adekoya
  • Brit(ish): On Race, Identity and Belonging – Afua Hirsh
  • In Black and White: A Young Barrister’s Story of Race and Class in a Broken Justice System – Alexandra Wilson
  • Mixed/Other: Explorations of Multiraciality in Modern Britain – Natalie Morris

 

 

Podcasts 

American Podcasts: 

 

 

Videos about Black British History: 

 

  

Videos about Anti-Racism: 

 

 

Resources & events:

 
 

Other resources: 

  

 

 

 

 

Ramadan 2021

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by
Student representatives of the Reading Islamic Society
Hatty Taylor and Nozomi Tolworthy, UoR Diversity and Inclusion Advisors   

 

What is Ramadan? 

Ramadan marks the month when the Holy Quran is said to have been revealed to Prophet Muhammad PBUH by Allah (God). This is observed by a month-long fast. 

Muslims around the world abstain from food and drink for 30 days, including water, during daylight hours (from dawn to dusk), as a means of celebrating and reflecting on their faith. 

Fasting at Ramadan is one of the five pillars of Islam – the fundamental rules that all Muslims follow. Find out more about the five pillars of Islam in this video: ‘Islam, the Quran, and the Five Pillars’. 

 

 

 

When is Ramadan?  

Ramadan is the 9th month in the Islamic Lunar Calendar which consists of 12 months in a year of 354/55 days. In Arabic, this is called the Hijri Calendar and started with the migration of Prophet Muhammed PBUH to Madinah from Makkah 1442 years ago.

Due to the Islamic Calendar being based on the different phases of the moon, each of the months move back around 10 days each year. So, Ramadan could be in the middle of summer in 2015 and be in December by 2030! This year, Ramadan begins on Monday 12th April, and will end on Wednesday 12th May. 

 

 

 

Who Takes Part in Fasting?  

Every Muslim should take part in Fasting, unless… 

  • You’re too old – If you have reached an age where abstaining from water or food is too difficult or impossible, then you do not and should not fast.  

 

  • You’re too young – Generally, children below the age of 14 do not fast, as it is too difficult physically but also because they do not fully understand the meaning and the spiritual importance of fasting.  

 

  • You’re traveling – Travelling is an excuse not to fast for the day/days you are fasting as it can be exhausting to travel and would therefore require food and water. However, the days you missed should be made up after Ramadan is over. The aim should be to have completed all 30 days of Ramadan fast before the next Ramadan.  

 

  • You’re sick – Whether you have a long-term or short-term illness, you are excused from fasting if fasting would make the illness worse or if it is simply impossible to abstain from food/water.  

If you have started the day fasting, but felt dizzy or sick, then you should immediately break your fast. Similarly, women who are experiencing their menstrual cycle are also exempt from fasting as the physical body is in a much weaker state and therefore requires nourishment.  

 

 

Top 10 Tips  

  • Plan Your Meals
    Eat fruits filled with water such as cucumber and watermelon to help with thirst during the day.
    Eat slow burning foods for suhoor such as porridge.
    Avoid fried foods!!! 

 

  • Plan your Study Schedule
    Some people prefer studying in the early afternoon, others prefer studying after Iftar when you’re no longer hungry and can focus much better. Find what works best for you and make a routine. 

 

  • Stay Consistent
    This is a month of reflection, so try to stay away from social media and TV which could distract you from your intentions of this month. 

 

  • Go on a Walk after Iftar!
    This will help digest the food better, make you feel energised and prepare you for     taraweeh.  

 

  • Nap
    between     Duhr and Asr (if you don’t want to look like a zombie during iftar and it’s a beautiful Sunnah).

 

  • Keep Motivated
    Make a realistic Ramadan goal list and hang it up. 
    Make a list for the reasons for fasting to keep you motivated during the low-imaan Days. 
    Prepare a Ramadan playlist to listen to throughout Ramadan (Quran or lectures/podcasts) 

 

  • Learn/Implement New Habits
    that you can carry on after Ramadan – everyone has high imaan and the shaytan is locked up, a great excuse to implement small daily habits such as saying daily duas or giving a pound a day to charity or even improving our vocabulary.  

 

  • Evaluate and Reflect Throughout Ramadan
    Take time, even just 5 minutes, every night to check if you’re still on track to achieving yours goals, if not slightly amend them or work super hard the next day. Since Ramadan is the month of the Quran, aim to read the Quran from beginning to end in this month, if you can, and reflect on the meanings. 

 

  • Plan to Spend as Much Time as Possible
    with 4 – your family, Allah, the Quran, yourself.  

 

  • Enjoy Ramadan and Get Excited for Eid! 

 

 

 

 

How to Support Those who are Fasting  

If you do not observe the month of Ramadan, you can help Muslim family, friends, coursemates and colleagues by:

 

  • Trying not to schedule meetings around evening time (dusk) when the fast for the day ends, so they can eat on time.
  • Additionally, don’t schedule catch-ups over a lunch or dinner, as you will be the only one eating.
  • Don’t make a big deal about eating. Most Muslims don’t mind if you eat/drink near them so long as you’re not in their face about it.
  • Try not to get them involved in strenuous activities which could be tiring – otherwise it could make them feel even more weaker. 

 

  • Be understanding if they need more time in day-to-day activities, as time must be taken out for prayers. 

 

  • If you notice a Muslim peer not fasting for the day, don’t question it; they have their reasons for not doing so. 

 

  • Show your encouragement with kind gestures and words.    

 

  • Ask them how you could support them through this month e.g., any adjustments that may need to be made. Everyone’s needs are different, so it’s best to ask individually. 

 

  • Once Eid celebrations begin (which marks the end of Ramadan), wish your Muslim peers an Eid Mubarak, it means a lot! 

 

 

 

Further Resources 

 

 

  • Islam In Brief – An introduction to the teachings and history of Islam, from Harvard University

 

  • Islam, the Quran, and the Five Pillars – John Green teaches the history of Islam, including the revelation of the Quran to Muhammad PBUH, the five pillars of Islam, how the Islamic empire got its start, the Rightly Guided Caliphs, and more

 

  • Anyone is welcome to join a collection of online events which are educational or in celebration of Ramadan by following the link to – Big Virtual Iftar

“Faith or no faith, you’re all welcome to join us at the #bigvirtualiftar events via YouTube Live! Join the Muslim community in solidarity in this year’s month of #Ramadan during the ongoing #COVID19 crisis with people impacted by #lockdowns & #socialdistancing.We usually invite our non-Muslim friends from local communities to our Mosques to join us for the Big Iftar Dinner and we host them in a pleasant evening to talk about interfaith matters and to break bread with us. However, due to the current restrictions, so we would like to invite you to our virtual events which will consist of online live talks, a virtual tour of Britain’s biggest Mosque, National Fasting Challenge, personal stories of Muslims impacted by COVID-19, question & answer sessions and to watch people breaking a fast live.” 

 

  • The Muslim Council of Britain – This webpage shares guidelines, advice and signposting resources to help Muslims in Britain make the most of the blessed month, as well as friends, neighbours and colleagues of Muslims. 

 

 

 

 

 

 

 

 

Discrimination and Disparities in the World of Psychology

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by Renée Lee, Second Year Psychology Student and Professor Patricia Riddell, Director of WIDE

 

Within the field of Psychology, multiple students wish to progress into the clinical roles. Therefore, it is important for them to know about how the BAME community is treated in the medical health field. There are myths about BAME individuals that are important to address since they can consciously or subconsciously affect the way healthcare professionals provide care.

 

You may or may not already be aware that there is discrimination within the mental health sector of our NHS. According to government statistics (“Treatment for mental or emotional problems”, 2017), black individuals tend to experience worse mental health than white people, however, the latter are more than twice as likely to receive treatment for these problems. In addition to this, when mental health treatment is provided healthcare, it is often implemented through the criminal justice system. Further to this, 40% of black people are given compulsory treatment and drug therapy rather than receiving psychological talking therapies which are more commonly provided to white people. Moreover, black people are four times more likely to be arrested under the Mental Health Act in comparison to white people. It can, therefore, be argued that black people are treated more harshly than white people even before receiving any therapy sessions (“Discrimination in mental health services”, 2019).

 

The Royal College of Psychiatrists (2018) in the UK also acknowledged that Black British individuals have more mental health conditions. This is results from greater incidence of poverty, homelessness, poorer educational outcomes, higher unemployment and greater contact with the criminal justice system in BAME communities than White communities (National Institute for Mental Health in England, 2003). This increases stress and has a negative impact on mental health (Bhui, Nazroo, Francis et al (2018). These differences can also result in culturally inappropriate treatment of BAME patients by healthcare professionals.

 

There is evidence that the BAME community, and particularly black men, do not always want to seek professional help partly as a result of cultural mistrust and clinician bias (Hankerson, Suite and Bailey (2015); Memon, Taylor, Mohebati et al, 2016). This is sometimes a result of stigma, lack of knowledge of resources available, or a lack of sensitivity of healthcare professionals to cultural sensitivities. One further reason that this mistrust exists is that, in some parts of the world, healthcare professionals have chosen to experiment on particular racial groups (for example, in the “Tuskegee Study of Untreated Syphilis in the Male Negro”). This practice is still in evidence today, for example, when French doctors insisted that COVID-19 trials and testing should take place in Africa due to the lower number of cases there. This led to outrage among the black community who pointed out that they are “not human guinea pigs” (“Coronavirus: France racism row over doctors’ Africa testing comments”, 2020).

 

Moreover, there are biases that relate specifically to the Black community that may affect the care that healthcare professionals provide. A common example is that clinicians have sometimes been found to underestimate the cognitive abilities of Black people as a result of stereotyping (Hankerson et al, 2015). Another example involves the idea of the “strong, independent black woman”. If healthcare professionals view black women as strong all of the time, then there is a possibility that they will be incorrectly diagnosed correctly and/or provided with inappropriate treatment.

 

Overall, this information provides evidence of the ways in which black people are discriminated against in the mental health sector. Whether it be access to treatment, diagnoses or the treatment prescribed, the BAME community are not always treated the same as the white community. The future generation of healthcare professionals need to realise how important it is to dispel biases both individually and as a community in order to provide effective treatment for all. No-one should be denied the best and most appropriate access to healthcare on the basis of their race or the colour of their skin.

 

 

 

 

Links to read more about the topics discussed above

 

 

References

 

 

 

 

The Barriers and Facilitators to University Entry in Disadvantaged Students by Ethnicity

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by Dr Ciara McCabe, Director of Outreach and the Reading Scholars Programme in Psychology at the University of Reading.

 

University graduates on average earn more money over their lifetime, spend less time in unemployment and even live longer than their non-university educated peers [1-3]. Therefore the Office for students states that ‘All students, from all backgrounds, with the ability and desire to undertake higher education, should be supported to access, succeed in, and progress from higher education’ [4]. Data taken from the 2020 Universities and Colleges Admissions Service (UCAS a UK-based organisation that operates the application process for British universities) reports that those with low socio-economic backgrounds, with a disability, mature students, care leavers and ethnic minorities, are all underrepresented at UK universities [5].

Outreach and widening participation work aims to close this gap by increasing applications from those considered most disadvantaged in society. In line with this, the University of Reading has outlined in its 5-year plan (2020/21 to 2024/5) that access for full-time first-degree entrants from disadvantaged backgrounds is their main focus.

 

 

Previous studies have tried to explain the student experience in those that are underrepresented in higher education but this has been mostly at the undergraduate and postgraduate level[6-10]. Less studies have focused on access to university for those in disadvantaged groups. One large survey ran by UCAS in 2016 on 16,000 UK domiciled applicants found that many students worry about financial implications of attending university and that advantaged students worried more about “fitting in”. Also disadvantaged students worried more about practical things like transport and accommodation [11]. The study also found that more advantaged than disadvantaged applicants said that ‘nowadays, almost everyone goes to university’. Applicants also reported limited access to widening participation programmes in general. There is much less qualitative data on the views of disadvantaged young people about university and even less, about how this might differ between ethnicities.

 

Therefore, we set out to examine views on access through the Reading Scholars Programme, a Widening participation programme for year 12 students at the University of Reading[12]. The programme aims to increase the number of university applications from disadvantaged students (Read the full selection criteria for the programme). As part of a scholars Psychology research project, we asked students about their views on university access and examined if this differed by ethnicity.

We found that Black, Asian, ethnic minorities (BAME) and White adolescents reported similar barriers (financial worries) and facilitators (getting a good qualification) to applying to University. However, there were some differences for example BAME participants stated that ‘having no choice’ was a reason they would apply to university while White participants did not mention this. When asked about studying close by or far away ~60% of BAME students said they would prefer to study close by, compared to 46% of White participants. Plus, only BAME students mentioned studying close by because of financial reasons.

 

This work extends previous studies by reporting the differences between disadvantaged students by ethnicity. Knowing how underrepresented groups differ in their views on the barriers and facilitators to university entry can help us to develop more targeted outreach and widening participation activities.

 

 

 

This blog refers to:
McCabe C, Keast, K and Kaya, SM. Barriers and Facilitators to University Access in Disadvantaged UK Adolescents by Ethnicity: A Qualitative study. Under Review.
Psychology and Clinical Language Sciences, Whiteknights campus, Global Recruitment and Admissions Advancement Group, London Road Campus, University of Reading, Reading.

 

Referen­­­ces:
  1. Hummer, R.A. and E.M. Hernandez, The Effect of Educational Attainment on Adult Mortality in the United States. Popul Bull, 2013. 68(1): p. 1-16.
  2. Krueger, P.M., I.A. Dehry, and V.W. Chang, The Economic Value of Education for Longer Lives and Reduced Disability. Milbank Q, 2019. 97(1): p. 48-73.
  3. Pfeffer, F.T., Growing Wealth Gaps in Education. Demography, 2018. 55(3): p. 1033-1068.
  4. Office for Students (OFS), Securing student success: Regulatory framework for higher education in England. 2018.
  5. Universities and Colleges Admissions Service (UCAS), 15th January Deadline Analysis. 2020.
  6. Morrison, N., M. Machado, and C. Blackburn, Student perspectives on barriers to performance for black and minority ethnic graduate-entry medical students: a qualitative study in a West Midlands medical school. BMJ open, 2019. 9(11).
  7. Stegers‐Jager, K.M., et al., Ethnic disparities in undergraduate pre‐clinical and clinical performance. Medical education, 2012. 46(6): p. 575-585.
  8. Lynam, S., et al., The experiences of postgraduate research students from Black, Asian and minority ethnic background: an exploratory study. 2019.
  9. Woolf, K., et al., Perceived causes of differential attainment in UK postgraduate medical training: a national qualitative study. BMJ open, 2016. 6(11).
  10. Woolf, K., et al., The mediators of minority ethnic underperformance in final medical school examinations. British Journal of Educational Psychology, 2013. 83(1): p. 135-159.
  11. Universities and Colleges Admissions Service, Through the lens of students: how perceptions of higher education influence applicants’ choices. 2016.
  12. University of Reading, The Reading Scholars Programme, in https://www.reading.ac.uk/web/files/ta/Reading_Scholars_Yr12_Brochure_2021.pdf. 2020.
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