scholarly journals PrEPed or Failed? The Pre-Exposure Prophylaxis (PrEP) Consciousness of Black College Women and the Perceived Hesitancy of Public Health institutions to Curtail HIV in Black Women

2019 ◽  
Author(s):  
Rasheeta Chandler ◽  
Natalie Hernandez ◽  
Sudeshna Paul ◽  
Henry Ross ◽  
Shawnika Hull ◽  
...  
Keyword(s):  
Black Women ◽  
College Women ◽  
Learning Style ◽  
Perceived Usefulness ◽  
Black College ◽  
Basic Knowledge ◽  
Biomedical Intervention ◽  
Viable Population ◽  
Hiv Acquisition ◽  
Exposure Prophylaxis

Abstract Background Consistent use of Pre-Exposure Prophylaxis (PrEP), a biomedical intervention for HIV seronegative persons, has been shown to significantly decrease HIV acquisition. Black women are a viable population segment to consider for PrEP use as their HIV incidence is overwhelmingly higher than all other women groups.Methods We developed and piloted a cultural- and age- appropriate PrEP education intervention to determine Black college women’s: 1) perceptions of and receptivity to PrEP use; and 2) preferences for PrEP information delivery.Results We recruited N=43 Black college women. Most of our sample were sophomore and Juniors of whom identified as heterosexual (83%) and single (67%). Over 50% of young women had never been HIV tested and only 28% had been tested in the last 6 months; however, 100% of the women believed their HIV status was negative. Prior to participating in the study, most Black college women (67%) had not heard about PrEP and were unsure or apprehensive (72%) to initiate PrEP. The Black college women indicated that our educational intervention was extremely helpful (67%) for understanding and learning about PrEP. Post participating in our PrEP education module, regardless of delivery modality, participants reported being likely (62.55-70%) to initiate PrEP in the future.Conclusions Results indicate that Black college women would strongly consider PrEP when provided with basic knowledge, regardless of delivery modality. Participants also showed greater appreciation for in-person delivery and found it to be significantly more helpful and of greater quality for learning about PrEP; comprehension or perceived usefulness of PrEP-related content was relatively the same between groups. PrEP content delivery -- via in-person or online methods – is contingent on learning style and presentation.

Authentically Me: Examining Expectations That Are Placed Upon Black Women in College

2018 ◽  
Vol 56 (2) ◽  
pp. 407-443 ◽  
Author(s):  
Rachelle Winkle-Wagner ◽  
Bridget Turner Kelly ◽  
Courtney L. Luedke ◽  
Tangela Blakely Reavis
Keyword(s):  
Black Women ◽  
Predominantly White ◽  
College Women ◽  
Life Stories ◽  
Predominantly White Institutions ◽  
Black College ◽  
Educational Institutions ◽  
Support Structures ◽  
White Institutions ◽  
Faculty And Staff

Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and expectations, they crafted unique pathways toward asserting their authentic selves. The findings emphasize heterogeneity among Black women and the need for varied support structures in educational institutions.

scholarly journals Getting pre-exposure prophylaxis (PrEP) to the people: opportunities, challenges and emerging models of PrEP implementation

Sexual Health ◽  
2018 ◽  
Vol 15 (6) ◽  
pp. 522 ◽  
Author(s):  
Patrick S. Sullivan ◽  
Aaron J. Siegler
Keyword(s):  
At Risk ◽  
Scale Up ◽  
Ongoing Research ◽  
The People ◽  
Biomedical Intervention ◽  
Prep Implementation ◽  
At Risk Populations ◽  
Hiv Acquisition ◽  
Exposure Prophylaxis ◽  
Underserved Groups

Pre-exposure prophylaxis (PrEP) with tenofovir disoproxil fumarate and emtricitabine (TDF/FTC) is now accepted as an efficacious approach to preventing HIV acquisition among people at high risk of HIV infection but, in most places, PrEP uptake to date has not been sufficient to have a large effect on HIV incidence. In this paper we consider several key elements of the effort to expand PrEP uptake for at-risk populations who would benefit most, such as increasing access to PrEP, integrating PrEP programs with other services, promoting PrEP persistence and developing systems for monitoring PrEP use. We used a PrEP Continuum framework to describe barriers to equitable uptake of PrEP, and to illustrate possible solutions to barriers. Access to PrEP includes regulatory issues and geographic proximity to PrEP providers. Integrating PrEP programs with other comprehensive sexual health services, through clinic-based programs or technology-based approaches, offers opportunities to identify PrEP candidates and improve linkages to PrEP care. Once at-risk people are prescribed PrEP, lowering barriers to persistence on PrEP is critical to realising the most population benefits. To understand progress and identify underserved groups and communities, systems to monitor the uptake of PrEP are needed. Making the most of a new biomedical intervention tool requires ongoing research about implementation, scale-up through multiple channels, including community-based organisations, and high-quality monitoring of uptake. We must turn to questions of PrEP implementation and continue to seek innovative approaches to reduce barriers to PrEP uptake and persistence on PrEP.

Steeped in Shame: An Exploration of Family Sexual Socialization Among Black College Women

2020 ◽  
Vol 44 (4) ◽  
pp. 450-467
Author(s):  
Seanna Leath ◽  
Jami C. Pittman ◽  
Petal Grower ◽  
L. Monique Ward
Keyword(s):  
Black Women ◽  
College Women ◽  
Sexual Development ◽  
Religious Orientation ◽  
Black Girls ◽  
Black College ◽  
Sexual Socialization ◽  
Young Black Women ◽  
Negative Messages ◽  
Sexual Exploration

Most research on Black girls’ sexuality emphasizes reducing risk behaviors, with less attention to dimensions of healthy and normative sexual development, such as body positivity. To address this gap, we sought to explore the diversity of sexual messaging young Black women received during their formative years. Using consensual qualitative research methods, we explored how 50 Black college women (ages 18–24 years) described their sexual socialization within family contexts in relation to their current sexual beliefs and behaviors. The following themes emerged from the data: messages of discretion, negative messages about physical appearance, messages of deference, messages of abstinence, absence of sexual messages, messages of body positivity, messages of egalitarianism, messages of sex positivity, and messages of sexual distrust and dismissiveness. Black families’ sexual socialization processes were also influenced by ethnicity, social class, and religious orientation. Our findings situate Black women’s family sexual socialization practices within a sociohistorical framework and highlight the need to support Black girls’ healthy sexual development by eliminating fear, shame, or taboo around sexual exploration. Education and advocacy efforts should focus on communicating openly with youth to help them make more positive decisions about sex and bodily autonomy.

“Invincible Black Women”: Group Therapy for Black College Women

2018 ◽  
Vol 43 (4) ◽  
pp. 349-375
Author(s):  
Martinque K. Jones ◽  
Brandi Pritchett-Johnson
Keyword(s):  
Black Women ◽  
Group Therapy ◽  
College Women ◽  
Black College

What Happens If They Come for You? An Exploration of Mothers’ Racial Socialization on Discrimination With Black College Women

2020 ◽  
pp. 036168432097967
Author(s):  
Seanna Leath ◽  
Sheretta Butler-Barnes ◽  
Raven Ross ◽  
Zenobia Lee-Nelson
Keyword(s):  
Black Women ◽  
College Women ◽  
Racial Discrimination ◽  
Racial Socialization ◽  
Black Family ◽  
The United States ◽  
Black Girls ◽  
Black College ◽  
Black Mothers ◽  
Self Advocacy

Few scholars have considered the racial socialization that Black mothers offer to their daughters on racial discrimination and violence or how mothers’ other social identities (social class and ethnicity) may influence their discourse on these topics. To address this gap, we used consensual qualitative research methods to explore the racial socialization that 47 Black college women recalled from their mothers on racial discrimination and violence during their formative years. The following themes emerged: (a) the nature of Black mothers’ socialization on racial discrimination (consistent messaging, messaging focused on sons, more socialization in response to police shootings, anti-Black messaging from immigrant mothers, and absence of messages) and (b) the ways that mothers socialized their daughters to respond to racial discrimination (self-advocacy, get home safe, code switching, and take the high road). Participants described how their mothers’ socialization messages reflected their personal race-related beliefs and experiences including perceptions of the United States racial climate. Our findings highlight the need for socialization in Black family contexts that addresses the unique and intersectional experiences of Black girls. In particular, scholars and practitioners must draw attention to how racism and sexism contribute to the state-sanctioned violence that Black women and girls experience.

scholarly journals Recommendations for Increasing Physician Provision of Pre-Exposure Prophylaxis: Implications for Medical Student Training

2021 ◽  
Vol 58 ◽  
pp. 004695802110176
Author(s):  
Robert L. Cooper ◽  
Paul D. Juarez ◽  
Matthew C. Morris ◽  
Aramandla Ramesh ◽  
Ryan Edgerton ◽  
...  
Keyword(s):  
Care Management ◽  
Financial Constraints ◽  
Standard Of Care ◽  
The United States ◽  
Risk Compensation ◽  
Continuous Care ◽  
Student Training ◽  
Hiv Acquisition ◽  
Hiv Risk Assessment ◽  
Exposure Prophylaxis

There is growing evidence that pre-exposure prophylaxis (PrEP) prevents HIV acquisition. However, in the United States, approximately only 4% of people who could benefit from PrEP are currently receiving it, and it is estimated only 1 in 5 physicians has ever prescribed PrEP. We conducted a scoping review to gain an understanding of physician-identified barriers to PrEP provision. Four overarching barriers presented in the literature: Purview Paradox, Patient Financial Constraints, Risk Compensation, and Concern for ART Resistance. Considering the physician-identified barriers, we make recommendations for how physicians and students may work to increase PrEP knowledge and competence along each stage of the PrEP cascade. We recommend adopting HIV risk assessment as a standard of care, improving physician ability to identify PrEP candidates, improving physician interest and ability in encouraging PrEP uptake, and increasing utilization of continuous care management to ensure retention and adherence to PrEP.

Learning to Resist: Educational Counter-Narratives of Black College Reentry Mothers

2013 ◽  
Vol 115 (4) ◽  
pp. 1-31 ◽  
Author(s):  
Yolanda Sealey-Ruiz
Keyword(s):  
Academic Success ◽  
Black Women ◽  
Narrative Analysis ◽  
Sense Of Self ◽  
Original Study ◽  
Black College ◽  
Black Mothers ◽  
Reentry Women ◽  
Individual Interviews ◽  
Counter Narratives

Background College reentry women are often older than the traditional college student, and in this study are distinguished from other students because of their parental status as mothers (Johnson-Bailey, 2000; Sealey-Ruiz, 2007). As one of the the fastest growing populations in colleges and universities across the nation, it is alarming that many Black college reentry women, despite their educational gains, continue to face stereotypes about who they are socially, politically, and educationally. Purpose The purpose of this study was to examine the schooling experiences of Black college reentry mothers (n = 5) and explicate the ways in which they theorize and make meaning of the complexities of their lives, particularly in regard to the intersections of race, college reentry, and motherhood. Research Design Employing qualitative case study and narrative analysis methods, the larger study from which some data for this article derive (Sealey-Ruiz, 2005) examined the educational narratives of Black college reentry women. The original study investigated the influence the participants’ college reentry had on their lives and their daughters’ educational choices. The study reported in this article, then, includes data from individual interviews with the 5 mothers from the original study as they focus on their college reentry experience and motherhood. Findings/Results Contrary to what some researchers assert about schools not providing welcoming spaces for Black women to develop an optimistic sense of self, the reentry mothers in this study viewed college enrollment as a crucial step toward positive self-definition. Their efforts to become educated represent their resistance to public stereotypical images of themselves as Black mothers. In other words, they believed their college reentry served as counterpoint to the three stereotypes about Black mothers discussed in this article: the mammy, the matriarch, and the welfare mother/welfare queen. Conclusions/Recommendations The counter-narratives these mothers offered to the three stereotypes suggest that there are psychological barriers (fear of belonging, self-doubt, fear of marginalization, racism, sexism, negative stereotyping) to their academic success. This conclusion has the strong potential to move educational researchers toward a deeper investigation of challenges to the college reentry experienced by Black mothers, in the hope of creating institutional support structures, systems, and policies that can propel the academic success of this population.

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