No abstract

No abstract

No abstract

Black women bear the burden of a number of crises related to reproduction. Historically, their reproduction has been governed in relation to the slave economy, and connected to this, they have been experimented upon and subjected to exploitative medical interventions and policies. Even now, they are more likely to experience premature births and more likely to die from pregnancy-related complications. Their reproductive lives have been beleaguered by racism. This reality, as this article points out, shapes the use of assisted reproductive technology (ART) by Black women. Using the framework of obstetric racism, I suggest that, in addition to the crisis of adverse maternal health outcomes, such as premature birth, low-birthweight infants and maternal death, Black women also face the crisis of racism in their medical encounters as they attempt to conceive through ART. Obstetric racism is enacted on racialized bodies that have historically experienced subjugation, especially, but not solely, reproductive subjugation. In my prior work, I delineated four dimensions of obstetric racism: diagnostic lapses; neglect, dismissiveness or disrespect; intentionally causing pain; and coercion. In this article, I extend that framework and explore three additional dimensions of obstetric racism: ceremonies of degradation; medical abuse; and racial reconnaissance. This article is based on ethnographic work from 2011 to 2019, during which time I collected narratives of US-based Black women and documented the circumstances under which they experienced obstetric racism in their interactions with medical personnel while attempting conception through ART.

No abstract

Background Perinatal quality improvement lacks valid tools to measure adverse hospital experiences disproportionately impacting Black mothers and birthing people. Measuring and mitigating harm requires using a framework that centers the lived experiences of Black birthing people in evaluating inequitable care, namely, obstetric racism. We sought to develop a valid patient‐reported experience measure (PREM) of Obstetric Racism© in hospital‐based intrapartum care designed for, by, and with Black women as patient, community, and content experts. Methods PROMIS© instrument development standards adapted with cultural rigor methodology. Phase 1 included item pool generation, modified Delphi method, and cognitive interviews. Phase 2 evaluated the item pool using factor analysis and item response theory. Results Items were identified or written to cover 7 previously identified theoretical domains. 806 Black mothers and birthing people completed the pilot test. Factor analysis concluded a 3 factor structure with good fit indices (CFI = 0.931‐0.977, RMSEA = 0.087‐0.10, R2 > .3, residual correlation < 0.15). All items in each factor fit the IRT model and were able to be calibrated. Factor 1, “Humanity,” had 31 items measuring experiences of safety and accountability, autonomy, communication, and empathy. A 12‐item short form was created to ease respondent burden. Factor 2, “Racism,” had 12 items measuring experiences of neglect and mistreatment. Factor 3, “Kinship,” had 7 items measuring hospital denial and disruption of relationships between Black mothers and their child or support system. Conclusions The PREM‐OB Scale™ suite is a valid tool to characterize and quantify obstetric racism for use in perinatal improvement initiatives.

In the wake of neoliberalism, where human rights and social justice have increasingly been subordinated to proliferating "consumer choices" and ideals of market justice, this article suggests that feminist ethnographers are in an important position to reassert the central feminist connections among theory, method, and practice. It draws on experiences of feminist anthropologists studying battered women and midwifery advocates to consider the role of feminist ethnography within the context of neoliberalism. It suggests avenues for incorporating methodological innovations, collaborative analysis, and feminist writing objectives and activism in scholarly projects. What does feminist ethnography look like in a historical moment characterized by increasingly diverse delineations of neoliberalism and post-neoliberalism? What are the possibilities (and challenges) that exist for feminist ethnography twenty years after initial debates emerged in this field about reflexivity, objectivity, reductive individualism, and the social relevance of activist scholarship? This article generates a contextualized dialogue about the possibilities for feminist ethnography in the twenty-first century—at the intersection of engaged feminist research and activism in the service of the organizations, people, communities, and feminist issues studied.

Neoliberal values and ideology, which have broadly undermined social justice ideals, have been inserted into a range of public spheres both in the U.S.A. and internationally. Public higher education institutions have increasingly acquiesced to neoliberal strategies, which restrict access to public services, commodify the public sphere and challenge the legitimacy of progressive and liberal politics. This article explores some neoliberal practices at one public institution of higher education in the United States. I present three incidents that took place between 2000 and 2006 at a college that is part of a public State University system: a shift to disparagement of 'activism' in a college that had prided itself on its activist traditions; a confusion over the profitable marketability of Global Black Studies, in a context where political pressures diminished 'minority' perspectives in the interest of reasserting homogeneous 'Western civilisation'; and a partnership between this public college and a prestigious private university. In each case I explore my own response in terms of faculty governance, and how I developed new courses and pedagogies to open up these aspects of the operation of neoliberalism to critical examination by students. These incidents show how neoliberal practices create fear and feelings of vulnerability among faculty, especially faculty members of colour; they also show the importance of developing critical pedagogies to expose their assaults on social justice and equity.