“i Did Whatever They Wanted Me to Do”: a Qualitative Secondary Analysis Using Reproductive Justice to Explore Sexual Violence Among Justice-involved Latina Mothers

Background: One in three women experience sexual violence during their lifetime; however, little is known about this phenomenon with respect to justice-involved Latina mothers. Using the reproductive justice framework as a theoretical lens, we examined sexual violence in Latina mothers who had experienced incarceration and were thus involved in the justice system.Methods: This was a secondary analysis of a qualitative data set. The reproductive justice framework provided a theoretical lens for examining the women’s rights to bodily autonomy, to have or not have children, and to live in safe, sustainable environments given the intersection of incarceration and sexual violence.Results: Women (N = 12) recounted their experiences of sexual violence after having been incarcerated. Incarceration and resulting sexual violence led to discrimination, limited bodily autonomy, sexual exploitation, substance use, depression, anxiety, re-traumatization, recidivism, underreporting of violence, underutilization of healthcare resources, strained relationships, family separation, and unsafe environments. Conclusions: More research is needed to understand the social, economic, and political contexts that perpetuate sexual violence among justice-involved women. Universal healthcare, participatory research, changing cultural mindsets, decriminalization of sex work, and more comprehensive tracking and prosecution of sexual predators may be key to ending sexual violence in justice-involved mothers.

Supporting Online Learning in an Unfamiliar Language: Immigrant Parents and Remote Schooling during COVID-19

This article reports on a qualitative study of 22 Latina mothers and their experiences supporting their children’s remote education during COVID-19. Drawing on digital literacies and mujerista theory, the authors analyzed focus group data to find the following: Latina mothers’ struggles involved not just understanding online learning platforms but an educational system that was not responsive to the economic constraints and stressors faced by families; Latina mothers perceived the school district’s response to COVID-19 as performative and inadequate; Latina mothers developed mother-child pedagogies or pedagogies in which the mother and child are involved in teaching to and learning from each other. The findings lend support to the idea that the digital literacy divide does not exist outside of social and economic structures, and to the resourcefulness of everyday Latina mothers.

Educating Children and Navigating Digital Literacy in COVID-19: Latina Mothers and Mother-Child Pedagogies

This article reports on a qualitative study of 22 Latina mothers and their experiences supporting their children’s remote education during COVID-19. Drawing on digital literacies and mujerista theory, the authors analyzed focus group data to find the following: Latina mothers’ struggles involved not just understanding online learning platforms but an educational system that was not responsive to the economic constraints and stressors faced by families; Latina mothers perceived the school district’s response to COVID-19 as performative and inadequate; Latina mothers developed mother-child pedagogies or pedagogies in which the mother and child are involved in teaching to and learning from each other. The findings lend support to the idea that the digital literacy divide does not exist outside of social and economic structures, and to the resourcefulness of everyday Latina mothers.

Latina Mothers Recommendations on a Mindfulness-Based Cognitive Behavioral Therapy Group Intervention for Perinatal Depression

Background: Perinatal depression affects 5-15% of childbearing women. However, literature suggest that Latina women are twice as likely to experience symptoms of depression during pregnancy. Group telehealth-based interventions are a promising approach to increasing access and reducing barriers to mental health services. However, little is known about the experience that childbearing Latinas have with navigating this approach. This paper aimed to explore Latina mothers’ perspectives and recommendations in using a telehealth modality to deliver a mindfulness-based cognitive behavioral therapy (MBCBT) group intervention.Methods: Fourteen pregnant or postpartum women participated in focus groups and individual interviews. Interview topics included perinatal depression, knowledge and content of interventions, and the feasibility and acceptability of the telehealth approach. Data were recorded, transcribed, and analyzed using a grounded theory approach.Results: Three broad themes emerged; (1) accessibility to telehealth, (2) relational connection through technology, and (3) and technological issues affecting access (i.e., level of familiarity with portal, video quality, etc.). Enhancers promoting participation in the telehealth intervention included reduced scheduling concerns and no need for childcare. Barriers included mistrust of providers’ engagement, concerns about privacy, and potential for lack of relational connection through technology. Conclusion: Specific recommendations were provided to increase participation and effectiveness of telehealth groups among Latinas. Recommendations included conducting an initial assessment of women’s familiarity with and access to technology, having a tech-trained individual available to troubleshoot, as well as provider’s intentionality in conveying active listening and relational empathy (i.e., using eye contact during telehealth intervention, avoid limited distractions).Trial Registration: NCT03932760