Skip to main content
Faculty of Medicine and Dentistry

Dr Georgina Hosang

Meet Dr Georgina Hosang, a Reader in Mental Illness & Chronic Diseases in the Wolfson Institute of Population Health 

Picture of smiling brunette woman

Q.1 Can you describe your career path, current role and what attracted you to work at Queen Mary?

I started my academic journey with an interest in mental illness and was keen to pursue a career as a Clinical Psychologist. Whilst studying for my undergraduate degree at Middlesex University, I undertook voluntary and paid roles to gain experience in the field which I enjoyed but found emotionally challenging. In my third year I did a research work placement at the Institute of Psychiatry, Psychology & Neuroscience at King’s College London. During this time I fell in love with the research process. But I only considered a research career after my supervisor suggested it. I had never seen anyone from my community in such a role, so it just didn’t seem to be an option for me.

I went on to complete my PhD and postdoctoral fellowship at the same Institute working with some of the most inspiring figures in the field. In 2012 I took up my first lectureship at Middlesex University where I studied my undergraduate degree! A year on I moved to Goldsmiths, University of London, working as a Lecturer for 3 years. I enjoyed my time at Goldsmiths and learnt so much from my colleagues and students. It was at Goldsmiths where I discovered a new inclusive academic environment which was woven through the fabric of the organisation (e.g., one of the buildings was named after a leading Black Jamaican Sociologist, Prof Stuart Hall).

It took a lot for me to contemplate moving from Goldsmiths, but a once in a lifetime job came up at Queen Mary, University of London that I couldn’t over look. The role was for a Senior Lecturer in Mental Illness and Chronic Diseases, not only was this position designed to cover two areas of great interest to me (mental and physical illness), but the teaching responsibilities were focused on my expertise too. I had two colleagues/friends already at Queen Mary, who were thriving and spoke fondly of the institution which made the decision for me to apply.

Q.2 How has your personal identity(ies) intersected with your work and role at Queen Mary?

While navigating through my educational and career journey, I have been very conscious that I come from an underrepresented and disadvantaged background. At many stages I have felt that I did not belong, or that I was unworthy of the positions I have held, best described as impostor syndrome. I am a mixed-race woman with strong Jamaican roots. My Jamaican father had high ambitions for my future which helped me to fulfil my potential. I was the first in my family to go to university and complete a PhD.

In the early stages of my career, my identity has played a key role in my teaching, supervision and mentorship activities. Representation from all backgrounds is a key element. For the past two years during Black History Month for example, we have run “Spotlighting” campaigns shining a light on black researchers and clinicians who have made substantial contribution to mental health research and practice. Recognising that “it’s hard to be what you can’t see” for our students.

I have introduced lived experience contribution to teaching on my psychopathology undergraduate module, where students get to hear from, and speak to someone living with an eating disorder.

I have been keen to learn more about improving equality, diversity and inclusion in psychology and connected with the BiPP (Black and Minority Ethnics in Psychiatry and Psychology) Network. They delivered an excellent training session focused on the results of their research which highlighted the need for better support with gaining paid experience and applying for PhDs.  I was inspired and have been working tirelessly to address these gaps by developing paid research internships and PhD proposal writing workshops.

My passion for EDI has now moved into my research interests. I was recently awarded a NIHR grant to undertake a scoping review on ethnicity and bipolar disorder which will inform my future research endeavours.

Q.3 What does Equality, Diversity and Inclusion mean to you and how important is Queen Mary's EDI work to you as a staff member and your sense of belonging at Queen Mary?

EDI is an essential aspect of building a successful, thriving and happy work and learning environment and the evidence demonstrates this!

I also feel that it is our responsibility to promote equity in our endeavours to create a better world for all and especially for the next generation. I am proud to work at Queen Mary. I work at the Wolfson Institute of Population Health and addressing inequalities (especially health inequalities) is a fundamental component of our research, teaching and clinical practice. I feel that it is central to our culture and I am keen to continue to nurture this.

In recent years I have become actively involved in EDI activities, and am now the co-chair of the Race Equality Action Group. This is a great fit for me as I feel that it is ACTION that is needed to address EDI. I work with superb, talented and inspirational colleagues from across the university to tackle some of the most pressing issues in this space in a sensitive but challenging and thought-provoking way. This has been one of the highlights of my career and am grateful to be in a position to work with colleagues to influence and shape the community of Queen Mary.

Q.4 What one piece of advice or information would be you give to others in the Queen Mary community to help them foster an inclusive environment and / or be an effective ally?

EDI is the responsibility of everyone not just those from underrepresented or disadvantaged backgrounds. Some of the issues surrounding EDI are sensitive and sometimes difficult to talk about, I’ve found working with like-minded people and having trusted allies/mentors/colleagues to explore these issues help build confidence and knowledge. Recognising gaps in our knowledge and learning from each other fosters a safe intellectual environment to help us to achieve our ambitions on becoming the most inclusive university by 2030.



Back to top