#MyPhDStory – ‘It takes resilience.’

StrengthWhy do we love stories so much? Could it be because of that powerful space it creates where our personal experiences  connects with someone else? We love stories in The Hub and in today’s article, Dr Yewande Pearse shares her triumps and challenges enroute to the qualification called a PhD! Amara got to learn about Yewande through her campaign and was (and remains) inspired by her journey. Enjoy!

APH: Please can you share your academic and professional background?

YP: I completed my BSc in Human Sciences at King’s College London in 2006. I then returned to King’s in 2009 to complete a Masters in Neuroscience with a Distinction. After my Masters, I worked as a Research Assistant for two years before taking up a PhD studentship at the Institute of Psychiatry, Psychology and Neuroscience. I have just completed my PhD in Neuroscience, which aimed to explore the potential for gene therapy in multiple forms of Batten Disease, a childhood brain disorder.

In layman’s terms, can you share what your research study/area is about?

Batten Disease is a group of inherited disorders that cause profound neurodegeneration and predominantly affect children. The symptoms are progressively debilitating and include blindness, seizures, intellectual decline and disability, dementia, loss of speech and motor impairment, with many children eventually becoming wheelchair-bound. Currently, there are no effective treatments available for any form of Batten Disease. My research is about finding innovative ways to treat this group of diseases with a focus on gene therapy.

So what is your PhD story? When did you realise that you wanted to undertake a PhD and how did you get into one? Why did you choose your topic?

#WideningParticipation : BME & STEM Engagement – Can we do more?

Big Bang Fair
Image – Central Sussex College

Recently, there has been a lot of discussion focused on how to deliver diversity within Science, Technology, Engineering and Maths (STEM). However it is still the case that a lot of work remains in addressing the underrepresentation of black and minority ethnic (BME) individuals, disabled people, women and those from socially disadvantaged groups in STEM.  In this article, Hephzi and Amara discuss how decision makers within STEM can engage with BME communities to ignite a passion for STEM in young people and create an awareness of career opportunities within these sectors.

Up until 2011, the concepts of ‘science communication’ and ‘public engagement’ were alien to me. I had never been to a science fair, a science show or even visited a science museum! I had never sat in an audience where someone or a group of people discussed the range of opportunities and possibilities which could arise from pursuing a career within STEM.

I belong to two categories classed as underrepresented audiences in STEM; I am black and female. My recent discovery of the variety of ways in which scientists engage with the public is despite the fact that I have always been interested in science. I studied all three science subjects – Physics, Chemistry, and Biology – as well as Maths for my A’ Levels and have ‘stayed in science’ till date – working towards a PhD in Cell Biology. So, how does one with such an interest in science have such a myopic view on the diversity of career pathways within it?