IDAHOBIT 2022

17 May is the International Day Against Homophobia, Biphobia and Transphobia (IDAHOBiT). Every year UoR marks this occasion and in May 2022 we were able to do so in-person.

The main event took place on the Whiteknights campus on Tuesday 17 May at lunchtime. The event was open to all colleagues and students. The aims of IDAHOBIT day are to engage with staff and students about LGBT+ issues and inspire LGBT+ allyship amongst our staff and students. We flew the rainbow flag on our campus flag pole and had some speeches from both staff and student representatives.

Pride flag flying on Whiteknights Campus.

 

Dr Ruvi Ziegler (he/him), Chair of the LGBT+ staff network

Ruvi, Chair of the LGBT+ Staff Network standing in front of the flying Pride flag on Whiteknights Campus.

The official site for IDAHOBiT explains that the International Day Against Homophobia, Transphobia and Biphobia was created in 2004 to draw the attention to the violence and discrimination experienced by lesbian, gay, bisexual, transgender, intersex people and all other people with diverse sexual orientations, gender identities or expressions, and sex characteristics. May the 17th was chosen to commemorate the World Health Organization’s decision in 1990 to declassify homosexuality as a mental disorder.

What does Homophobia, Transphobia and Biphobia mean today?

While we have witnessed significant legal advances in LGBT+ equality in parts of the world, there remain many places where LGBT+ persons are not free to live, thrive, and be partnered to whomever they wish. LGBT+ persons’ experiences are shaped globally by criminal sanctions and oppression, social barriers, intolerance, and unwillingness to accept and recognise them for they are.

Of 194 countries surveyed by International Lesbian, Gay, Bisexual, Trans and Intersex association, over 2 billion people live in 70 countries where consensual same-sex sexual acts between adults are illegal. In 11 of those countries, it carries the death penalty.

On the other side of the recognition/protection scale, only 68 countries offer broad legal protection against discrimination based on sexual orientation. And, of those, only 29 enshrine marriage equality in their laws.

Some of those seeking refuge from persecution on grounds of sexual orientation come to our shores. As the recently enacted Nationality and Borders Act makes it harder for LGBT+ asylum-seekers to ‘prove’ who they are, and as the Memorandum of Understanding with Rwanda puts them at risk of being sent to harm’s way, I am proud that the university, jointly with Reading city of sanctuary and the Reading Refugee Support Group, offers a sanctuary scholarship scheme at all study levels designed to enable 12 students who are asylum-seekers or who have received a protection status in the UK to come to study here. I hope some of the recipients will be LGBT+.

BUT, lest we forget, our society is hardly in a position to rest on its laurels. Last year’s Yougov survey suggested that 26% of UK adults would be ashamed to have an LGBT+ child.  Jack Daniels’ coming out this week as the first active male professional footballer to do so made major headlines. In a fully accepting and inclusive society, it would not.

Home Office figures show that hate crimes against people based on their sexual orientation have risen every year in England and Wales from 2016/17 to 2020/21. In 2016/17, there were 8,569 such crimes recorded by the police, rising to 17,135 in 2020/21. My husband and I have experienced homophobic verbal abuse twice during lockdown for daring to hold hands in Oxford. Like probably many others, we have not filed a complaint, so this scary figure is based on under-reporting.

Hate crimes against trans people have risen more than twofold, from 1,195 to 2,630 in the same period, no doubt fuelled by a toxic and often hostile public discourse.

Therefore, IDAHOBIT is fundamentally important wherever you are, as it is a day that gives the LGBT+ community and its allies the world over the opportunity to celebrate the social and political advancements in LGBT+ equality but also to reflect on the work that remains to be done to make our communities truly inclusive.

It is, also a great opportunity for employers like ours to help raise awareness about tackling LGBT+ discrimination and show support by being visible allies. At Reading, some members of our community have recently questioned whether this campus is a safe and welcoming space for them: this cannot stand. Our continuing mission must be to make this university as inclusive a space as it can be.

As Chair of the LGBT plus staff network, I would like to invite all our Staff and PGR students who identify as Lesbian, Gay, Bi, Trans, asexual, intersex, non-binary or any other sexual and gender identities– as well as LGBT+ people with multiple identities, and indeed everyone else who sees themselves as an ally – to join us. We are stronger together.

 

 

 

Thank you to all our speakers and to all our staff and students who came along!

 

 

Further Resources:

IDAHOBIT: https://may17.org/

Get Involved with D&I work: https://www.reading.ac.uk/diversity/getting-involved

Join the LGBT+ Staff Network as a member or ally: https://www.reading.ac.uk/diversity/getting-involved/networks#LGBTPlusNetwork

RUSU LGBQ+ Officer: https://www.rusu.co.uk/representation/student-reps/part-time-officers/lgbq-plus-officer/

RUSU Trans Student Officer: https://www.rusu.co.uk/representation/student-reps/part-time-officers/trans-students-officer/

RUSU LGBT+ Student Society: https://www.rusu.co.uk/organisation/11536/

 

If you have any queries, please get in touch with diversity@reading.ac.uk

 

 

 

 

 

 

 

 

 

 

 

Introducing… Mary Turner Wolstenholme

During Women’s History Month we often focus on great women and women pioneers. But for Women’s History Month 2022, here at the Department of History, we are privileged to be able to concentrate on one of our own, Mary Turner Wolstenholme. Mary represents so many women who might have considered themselves ordinary but whose achievements tell us so much about women’s lives and opportunities.  With the kind permission her daughters Gilly Pinner and Julie Wolstenholme and through their generous donation of their mother’s documents and photographs from her time at Reading we present:  Mary Turner Wolstenholme.

Mary Turner completed a BA Hons in Geography and graduated on 1st July 1948. She graduated in the same year that the eminent historian Doris Stenton received her doctorate in History. 1948 was also an auspicious year that saw the founding of the NHS. After graduating from Reading in 1948 with a BA Hons in Geography, Mary (known as Molly) went on to complete her teacher’s diploma at Manchester Victoria University. She subsequently became a teacher at a local high school in the Rossendale Valley, Lancashire, known as Whitewell Bottom. She married Robert Wolstenholme in 1952 and her daughter Gilly was born in 1956 and Julie in 1959. Mary retuned to teaching when her own daughters started school, as a primary school teacher, first at Stubbins County Primary then Edenfield CofE Primary. She continued teaching at Edenfield, later becoming Deputy Head, until taking early retirement in the 1980s. Through the kind gift of Mary’s personal papers we can see her journey to becoming an educator herself though her time at Reading.

 

An image of female staff and students posed together outside a university building in Reading.

Female undergraduates and academic staff at Reading, 1947

 

Rag Week 12th March 1947

Rag week is almost a lost tradition, it was a designated week when the university and the town came together; students organised fayres and a procession of floats to raise money for local charities.

An image of a horse drawn carriage and people surrounding it An image of people marching in the streets. An image of a float going down a busy street. An image of people driving a car.

An image of Kimber, Bill Ashton, The Mayor, Brian Robinson, Roger Williams in the Berkshire Records Office.

Kimber, Bill Ashton, The Mayor, Brian Robinson, Roger Williams
Students attempt to kidnap Phoebe Cusden, first female mayor of Reading and eminent peace campaigner. Read more about Phoebe Cusden at the Berkshire Records Office where her papers are held The Berkshire Record Office

 

Final Examinations

BA Geography examinations consisted of eight 3-hour papers.  How would you have done?

An image of a scanned geography final exam paper from June 1948

Other papers included: Human and Historical Geography, Geography (PRACTICAL), Physical Geography, Regional Geography (EUROPE), Regional Geography (BRITISH ISLES AND FRANCE), Economic Geography, Cartography

 

Graduands for presentation

When Mary graduated there were a surprising number of women gaining a Bachelor of Arts degree from the Faculty of Letters.  For the Bachelor of Science degrees however the number of women dwindles hugely!

An image of a scanned graduands for presentation document.

Doris Mary Stenton (Lady Stenton), was awarded her doctoral degree D. Litt. from the Faculty of Letters at the same presentation.

An image of a scanned graduates document.

An image of graduates in 1948

Graduation, July 1st, 1948 (Geography Group):
Mike Banyon, Shirley Jones, Frank Pierce
Isobel Ayers, Sheila Knight, Mary Turner, Ron Waters
Ron Stone, Margaret Lawes, Mags Johnson, Frances Pilling

 

 

Reference in application for Education Methods (modern PGCE)

What Mary made of her reference from Professor Austen Miller in 1949 we do not know but it is eye-wateringly misogynistic by C21st standards! While Mary was of a ‘frank, cheerful and warm-hearted disposition’, she might not make ‘a great scholar’. In fact

‘The qualities that recommend her are the more

 personal ones of appearance and presence…’

 

An image of a scanned letter dates 1949

In 1878, the University of London was the first to award degrees to women. Both Oxbridge universities were among the last to grant women degrees on the same terms as men: Oxford in 1920 but not until 1948 at Cambridge, the same year that Mary Turner graduated from Reading. The granting of degrees by Cambridge caused a huge amount of unrest with male undergraduates burning effigies of women students and throwing fireworks at the windows of women’s colleges. Even then, the university was allowed to limit the numbers of female students relative to men and continued to exercise that power to the full. The University of Reading awarded degrees to women on the same terms as men from its inception in 1926.

 

Mary Turner, BA Geography, 1st July 1948

An image of Mary Turner, BA Geography on 01 July 1948

 

 

 

 

 

 

 

 

Celebrating Diwali!

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!  

 

 

 

 

 

 

 

Ramadan 2021

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 2030This 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 oldIf 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 daySince 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. 

 

 

 

 

 

 

 

 

Holi 2021

by UoR Hindu Society 

 

Holi is a Hindu festival that is known as the ‘festival of colours’. It is a festival that celebrates positivity, whether that be the victory of good over evil, the arrival of spring or love.

 

What is Holi and Why is it Celebrated?

Holi gets its name from Holika, the sister of demon king Hiranyakashyap.

The story of Holi begins when King Hiranyakashyap received a boon from Lord Vishnu that made him invincible. King Hiranyakashyap though these powers made him worthy of worship and decided everyone should worship him over God. However, the King’s son Prahlad refused and continued to worship Lord Vishnu. The King was angered and tried to kill Prahlad with the help of his sister Holika. Holika convinced Prahlad to sit on a pyre with her as she had a special shawl to protect her from getting burnt. However, the shawl flew off Holika and protected Prahlad instead and he remained unharmed while Holika burned.

This story illustrates the triumph of good over evil.

 

How do we Celebrate?

Every year, a Holika bonfire is lit in order to remind us of this victory of good over evil. The next day people come together, throwing colours at each other, singing and dancing.

 

Events This Year 

Every year, the Hindu Society here at UoR hosts a Holi event for everyone to take part in. It includes music, dancing and lots of colour! Unfortunately, due to Covid-19, this year will be a bit different. The Hindu Society will be hosting a (virtual) Holi dance social on Tuesday 30th of March. It is open to everyone and more information can be found on our social media.

Get in touch through any of the below!

Instagram: @nhsfreading

Facebook: @ReadingHinduSociety

Email: nhsfreading@gmail.com

 

 

 

 

Influential BAME Psychologists

by Renée Lee, Second Year Psychology Student

 

More often than not, the world is Psychology is heavily dominated by western influences, ideologies, and psychologists. Therefore, this post is to provide information about BAME psychologists and the influence they have had worldwide.

 

Firstly, Kenneth Bancroft Clark a psychologist who was an essential part of the infamous Brown v. Board of Education case in America during the Civil Rights Movement. He conducted a study – now named the “Doll Study” – in which a sample of 200 black children were given the choice of dolls: white dolls or brown dolls. Although the children were no older than 3 years of age, Clark’s findings indicated that children had a strong preference for the while dolls over the black dolls. From this, he therefore concluded that segregation in America was causing strong psychological damage to the black youth. This study helped the Supreme Court make the final decision to outlaw de jure segregation. In addition to his monumental achievement via his study, he was also the first ever black president of the American Psychological Association (APA)!

 

Another inspiring figure is Robert Williams II who created the Black Intelligence Test of Cultural Homogeneity in order to counteract the controversial American IQ test. The test he created utilised the common African American dialect (Ebonics) and shared anecdotal personal experiences. The test managed to conclude and show that black people weren’t any less smart than white Americans and that that differences in vernacular can skew results. Soon after conducting this test, he also created the term “Ebonics” which is the name for the African American vernacular.

 

Finally, Reiko True is a Japanese female psychologist. She attended university in Tokyo and was the one of the 3 females in her class of nearly 100. Due to her passion for equality in the mental health sector, she managed to create the first mental health centre in California specifically to serve Asian Americans. As mentioned in our previous email, it can be important for the BAME community to have therapists who can help relate to their experiences on a deeper level. True lead this centre herself and she ensured that the staff employed there were culturally aware and trained in Asian languages so they could provide the best care possible.

 

 

 

 

Discrimination and Disparities in the World of Psychology

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

 

 

 

 

International Women’s Day 2021 – A challenged world is an alert world 

Why do we celebrate international Women’s day? 

Celebrated on 8th March annually, International Women’s Day is a day dedicated to celebrating the achievements of women globally. It is also a day to recognise steps taken towards gender equality and address action still needing to be taken.  
 

This year the theme of International Women’s Day is #ChoosetoChallenge. At the University of Reading, we have a long history of challenging the status quo of gender roles. Edith Morley was the first woman appointed to a chair at a British university-level institution, after becoming English professor at University College Reading (now the University of Reading). In her autobiography, she described the appointment as: 

 

my contribution to the battle for fair dealing for women in public and professional life” 

 

Our annual lecture in her name celebrates her contribution and provides a platform for us to amplify the voices of women today who are choosing to challenge the status quo.  This year, this special event featured writer, activist, podcaster and journalist, Scarlett Curtis. You can watch the event here again via this link. 

 

 

International Women’s Day 2021 at UoR  

 

We have asked our staff and students to tell us what the theme of #ChoosetoChallenge means to them. Here’s how they responded… 

 

 

Asaiel Alohaly 

PhD student in the corporate governance of Aramco 

 

I am a tree rooted home 

I am a summer breeze 

Flying everywhere 

I am diversity 

I am what I am 

 

By: Asaiel Alohaly 

 

 

 

Claire Collins  

Co-chair of the Women@Reading Network

 

Courage – this is my new mantra.  I don’t have much of it.  I am like the lion in The Wizard of Oz. 

If we don’t have courage, we will never be seen or heard. Our voices will be mute, our deeds and achievements will go unrecognised.  When other voices are loud and deep, we need to raise ourselves up and speak, with confidence and conviction. Other voices don’t wait to be absolutely true to facts when they speak, but they do so anyway.  We hold back, until we’re absolutely 100% sure that we are correct.  And while we wait, the world, and the opportunity has passed us by. 

Speak up with courage.  Do your deeds with courage. Be a human being on this planet with the courage that you are as good as any other and have the same rights as any other to be heard and seen.   

Rise up Women – and fill yourselves with Courage!!! 

 

 

 

Dr Bolanle Adebola 

Associate Professor of Law
Co-Lead for Diversity and Inclusion, School of Law
Co-Lead, UoR Staff BAME Network
Convener, Commercial Law Research Network Nigeria (CLRNN) 

 

I #Choose to Challenge (the Notion that Women are not Effective Leaders

The year 2020 was remarkable globally, as well as personally. It was the year of the pandemic which saw women disproportionately affected by the recession it precipitated. It was also the year in which female heads of government were applauded for their decisive leadership that averted the high death toll experienced in counterparts with male heads of government. The year of Kamala Harris – the first female and Minority Ethnic Vice President of the United States. Despite these strides, the Reykjavík Index for Leadership shows that women are still not considered equally able to lead as men.  

For me, 2020 was the year in which I stepped into visible leadership roles to challenge barriers, inequity and exclusionary practices. A negative experience in November 2019 led me to investigate the racial experiences of other colleagues at the University. The answers I found were heartrending. So, I chose to challenge by co-founding a network for Black, Asian and Minority Ethnic staff in January 2020. Through the UoR Staff BAME Network, we raise awareness and challenge the experiences on which we once were silent, with the aim of influencing change. The University responded by commissioning the Race Equality Review co-led by one of its Minority Ethnic female Professors and deputy Vice-Chancellor, Prof Parveen Yaqoob.

I was also concerned for students from these Minority Ethnic communities. I became Co-Lead for Diversity and Inclusion at the School of Law, and through this role, investigated the possibility of an awarding gap for Black, Asian and Minority Ethnic students.  I found a gap, which averaged 10.3% across the group over the 3 years of data that we had. I disaggregated the data to ensure that we obtained an accurate picture of the gap for each Ethnicity. The picture was much starker for Black and non-Chinese Asian students. I chose to challenge the situation by engaging colleagues in conversations. In collaboration with a committee of staff and students, I embarked on awareness raising and solution seeking conversations. I am happy that several colleagues of all races and across functions are contributing to the change that is underway.  

As a leader, I have initiated and participated in several important but uncomfortable conversations in various spaces within my School and the wider University. It is not easy leading the charge but I #Choose to Challenge barriers, inequity and exclusionary practices.  

  

 

Poppy Lindsey 

RUSU Women’s Officer

 

#choosetochallenge non-intersectional feminism 

This International Women’s Day, I’m choosing to challenge non-intersectional feminism. I first of all want to highlight the fact I am a straight, white, able-bodied woman, and so there are many struggles faced by women globally that I can never understand. The main crux of intersectional feminism is that we, as feminists, should not and cannot focus solely on issues which only affect people reflective of ourselves. It is not effective to the women’s rights movement to view certain issues as ‘them’ problems – as feminists we must fight for the liberation of every woman, regardless of their race, ethnicity, class, sexuality, ability, and so on. One of the most important women’s rights activists in promoting intersectionality was Fannie Lou Hamer, who said: 

 “Nobody’s free until everybody’s free” 

 I’m often hit with the criticism: ‘We don’t need feminism! Women are equal in this country!’. The thing these people need to hear is that every year, 12 million girls marry before the age of 18, and that there are an estimated 3 million girls at risk of undergoing female genital mutilation every year. Should we not fight for these girls with no voice, just because it will most likely never affect us? As women, we cannot consider ourselves free when these shocking statistics still exist, and when female lives are being compromised to such an extent. This is why intersectionality is so important, and that racism has no place in the feminist movement.  

 

 

 

Dr Eileen Hyder 
PFHEA
Manager of FLAIR CPD Scheme 

 

#choosetochallenge injustice 

 Chain of solidarity and love – Women in Moscow took part in a ‘Chain of Solidarity and Love’ on Valentine’s Day in support of both Yulia Navalnaya (the wife of the jailed opposition leader, Alexei Navalny) and also women prosecuted for political reasons. The event’s organiser said, ‘Come with flowers, with red clothing items and with paper hearts attached to your clothes, on which you can write the names of the women with whom you want to express solidarity. We want to remind ourselves that love is stronger than fear’. I find it powerful and inspiring when women choose to challenge injustice in ways that show strength and gentleness simultaneously.   

 

 

 

Dr Ellen McManus-Fry  

Chair of the Parent and Family Network
Prospect Research Officer 


About this time, 3 years ago, I came back to work following maternity leave. My daughter was only 4 months old, due to how my husband and I had divided up our shared parental leave and was still exclusively breastfed. This meant that I needed to be able to express and store milk during the working day that my husband could then feed to our baby at home.  

Breastfeeding wasn’t something which had been mentioned at all in the maternity policy or in any other information I’d been given by the University, and I only knew that I could request to be provided with a suitable space to pump thanks to a colleague and friend, Nicola Hall, who had recently been through the same thing herself. I had great support and help from my manager and from Estates, who identified and adapted a room for me to use – installing a lock and blocking out the door window, albeit a week after I returned to work.  

However, I was surprised that there were no facilities already in place and there was a sense that I was the first woman to ever make a request like this, which I knew could not be the case. It didn’t feel right that the onus was on me, amid all the other challenges of returning to work after having a baby, to seek out and arrange these facilities; facilities which were vital to enable me to return to work whilst continuing to feed my child in the way I had chosen to.  

 Together with Nikki, I decided to investigate how other women had managed returning to work whilst breastfeeding and sent out an email asking for colleagues to share their experiences. I was shocked at some of the responses I got. Women had pumped in their cars; in the toilets; in managers’ offices, temporarily vacated; they had stopped breastfeeding sooner than they wanted to because they didn’t think it would be possible after they returned to work; they had to manage their schedule so that they could work from home during times when their child needed feeding. 

 Around that time the Staff Forum had put out a call for ideas for staff welfare projects and Nikki and I submitted a proposal to establish dedicated breastfeeding facilities on campus. We were successful, and although it has taken longer than expected, we will be ready to launch and promote our ‘parent-friendly rooms’ once the campus reopens. There will be three rooms (for now!): one in Meteorology at Earley Gate, one at London Road and one in the Library on Whiteknights, and they are intended to be comfortable, private spaces where colleagues can pump and store breastmilk or breastfeed privately, if the child is on campus with them. 

 The other, larger, thing which came out of this initial project was the establishment of the Parent and Family Network, which began in summer 2019 with Nikki and I as Co-Chairs. It has since grown to an active online community of over 300 colleagues, and I have a lot of plans for the Network in the future. I think there is great power and great value in colleagues connecting with each other to share their experiences, identifying where things could be improved and working together to make that improvement happen. 

 

 

 

 

Thank you to all the contributors to this blog post! 

 

 

 

 

 

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

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.
Images sourced from:
https://www.flexjobs.com/blog/post/advantages-disadvantages-remote-jobs/
https://www.rawpixel.com/image/140559/premium-photo-image-college-students-group-study-academic

 

 

 

 

LGBT+ History Month: Pronouns

Collaboratively written by:
Allán Laville, Dean for Diversity and Inclusion  

Alina Tryfonidou, LGBT+ Staff Network Co-Chair 
Ruvi Ziegler, LGBT+ Staff Network Co-Chair  
Gemma Fitz, LGBT+ Staff Network Lead Ally 
Nozomi Tolworthy, Diversity and Inclusion Advisor 
Hatty Taylor, Diversity and Inclusion Advisor  
Lennox Bruwer, RUSU Transgender Students Officer 

 

 

 

Pronouns

Words we use to refer to people’s gender in conversation – for example, ‘he’ or ‘she’. Some people may prefer others to refer to them in gender neutral language and use pronouns such as they/their and ze/zir. 

(Stonewall Glossary of Terms) 

 

In February 2019, we launched Pronoun Badges across the University of Reading for all staff and students to pick up for free. This was a collaborative project between UoR’s LGBT+ Action Plan Group, the central D&I Team and RUSU. The aim of creating pronoun badges and distributing them across campuses was to start creating positive cultural change across our UoR community.  

However, over the last year, we’ve all been working more digitally and less on campus, or at least, around each other in person. As we’ve been communicating with each other more online, we may have noticed more people including their pronouns on their social media profiles and email signatures instead. Afterall, we’re not wearing our lanyards whilst on Teams! 

But why are people doing this and why is it important?  

 

 

Why Are Pronouns Important?

We initially wrote about the importance of pronouns in our blog piece back in February 2019 – Pronoun Badges at the University of Reading. 

We want our trans and non-binary colleagues and students to know, as well as our cisgender colleagues and students, that we not only support but encourage their expression of their gender identity. We want to recognise and respect the entire spectrum of gender and do all that we can to represent and celebrate the diverse community of identities that we have at Reading. 

We’re also more likely to be meeting colleagues and students online now. As such, by including our pronouns in our digital presence, such as in our email signature, we are able to quickly and easily self-identify and indicate to the people we are talking to the correct pronoun to use when referring to ourselves 

When pronouns are clearly displayed alongside our name, we can all challenge immediate assumptions that might be made about gender. Assumptions might be made based on physical appearance, the spelling of our names and sometimes perhaps even based on our job role. This can lead to misgendering.    

For many people, worrying about which pronoun others use to address them might not have ever been a problem. Not everybody has this privilege of a visible gender identity. When referred to someone with the wrong pronoun, an individual can feel disrespected, invalidated, and alienated. Similar to when another person might consistently pronounce or spell your name incorrectly. These are significant elements of our identities and so are important to get right. Inclusion is key in making us all feel psychologically safe at work and consequently, be able to be our authentic self.  

Our everyday language is rife with gender associations, and this may go unnoticed if you have never given much thought to your own gender identity or expression. For someone who has experienced any incongruence with the gender assigned to them at birth, the language we use can be a daily reminder of their struggle. Try to spot times in your language where you are making assumptions about gender. For example, rather than using “he or she” when talking about a hypothetical situation, substitute “they.” 

We can’t tell what someone’s pronouns are by looking at them. Knowing and using the correct pronouns for someone is a positive way for us to support the people we work with. It also makes our working and learning environment more comfortable and safer for everyone.  

By taking a small and simple step such as including our pronouns in our email signatures, we can show that we care about and respect the people we work with and move towards becoming a more inclusive organisation.  

 

 

“As a trans person, it can be disheartening to be the only person in your network including your pronouns in your email signature, and many of us avoid sharing our pronouns, and can endure misgendering as a result. When I see my peers and colleagues sharing their own pronouns in their email signatures, the act feels normalised, and I feel safer to share my own pronouns.” 

Lennox Bruwer, RUSU Transgender Students Officer 

 

 

 

Allyship

One of the most important aspects of being an ally is visibility. By showing your support and being proactive, you are helping to create a safe and inclusive space for our LGBT+ community. Stating your own pronoun preferences in your email signatures and other digital resources helps by making this become standard practice and encourages our LGBT+ staff and students to feel comfortable and confident doing the same.   

 

“As an ally, I have found it very useful for everyone to state their own pronouns when introducing themselves within a meeting. I first saw this approach being used in the Stonewall events and meetings that I have attended, and I think this is best practice.” 

Allán Laville, Dean for Diversity and Inclusion  

 

 

FAQs 

How do I ask someone what their pronouns are?  

If you are being introduced to someone, you can start by stating your own pronouns. This helps by giving them the opportunity to share theirs too but also lets them know they are talking to an ally.  

You can ask someone what their pronouns are, or how they like to be referred to, in the same way you would ask someone their name. Also, listen and follow their lead on how they refer to themselves. It is always better to ask rather than assume or guess, however remember that not everyone may want to share their pronouns. If this is the case, do not press the matter and use neutral pronouns such as them/they. Neutral pronouns should also be used in situations where it is not appropriate to ask or if you are in doubt.   

 

What do I do if I use the wrong pronoun for someone?  

Do not panic or make it into a bigger deal than it needs to be. Quickly apologise, correct yourself and move on. We all slip up sometimes, out of habit or forgetfulness, the important thing is to show you are genuinely making an effort to use the correct pronouns and that you apologise when you get it wrong.  

 

 

 

Further Resources

For more information on LGBT History Month www.lgbtplushistorymonth.co.uk 

10 ways to step up as an ally to non-binary people – Stonewall Staff  

Talking about pronouns in the workplace – Human Rights Campaign Foundation  

Pronouns 101: Why They matter and What To Do (and Not Do) If You Misgender Someone – Kay Martinez