Search

Digital storytelling (DST) engages participants in a group-based process to create and share narrative accounts of life events. We present key evaluation findings of a 2-year, mixed-methods study that focused on effects of participating in the DST process on young Puerto Rican Latina’s self-esteem, social support, empowerment, and sexual attitudes and behaviors. Quantitative results did not show significant changes in the expected outcomes. However, in our qualitative findings we identified several ways in which the DST made positive, health-bearing effects. We argue for the importance of “measuring down” to reflect the locally grounded, felt experiences of participants who engage in the process, as current quantitative scales do not “measure up” to accurately capture these effects. We end by suggesting the need to develop mixed-methods, culturally relevant, and sensitive evaluation tools that prioritize process effects as they inform intervention and health promotion.

Predominant approaches to teen pregnancy focus on decreasing numbers of teen mothers, babies born to them, and state dollars spent to support their families. This overshadows the structural violence interwoven into daily existence for these young parents. This paper argues for the increased use of participatory visual methods to compliment traditional research methods in shifting notions of what counts as evidence in response to teen pregnancy and parenting. We present the methods and results from a body mapping workshop as part of 'Hear Our Stories: Diasporic Youth for Sexual Rights and Justice', a project that examines structural barriers faced by young parenting Latinas and seeks to develop relevant messaging and programming to support and engage youth. Body mapping, as an engaging, innovative participatory visual methodology, involves young parenting women and other marginalised populations in drawing out a deeper understanding of sexual health inequities. Our findings highlight the ways body mapping elicits bodies as evidence to understand young motherhood and wellbeing.

This chapter discusses a digital storytelling project that combined aims to gain fine-grained understanding of, and address, sexual health inequities among Puerto Rican Latinas in the project community. The authors begin by introducing digital storytelling as a culture-centered approach for use in public health research and intervention. They then trace two emerging ethical issues in research using digital storytelling, both related to key project findings of current and historical trauma among participants: (1) conflicting aims in the project and (2) the ethical standard to minimize harm. The authors conclude that these issues can be resolved if projects are guided by a sensitive ethical protocol, and that digital storytelling and other participatory, visual, and arts-based methods can be harnessed for the design of effective sexual health interventions.

In a recent Editors Choice column in the American Journal of Public Health Northridge and Coupey1 advocate the increased use of long-acting reversible contraception (LARC) specifically the intrauterine device and the implant as a means to achieve reproductive health equity. They reference the American Academy of Pediatrics recommendation which states that these methods should be considered "first-line contraceptive choices" for adolescents and young adults.2 (Am J Public Health. Published online ahead of print November 12 2015: e1-e2. doi:10.2105/AJPH.2015.302900).

To better understand how young Alaska Native (Inupiaq) people are creatively responding to the tensions of growing up in a world markedly different from that of their parents and grandparents, the pilot study examined youth-produced digital stories as representations of their everyday lives, values, and identities. Two hundred and seventy-one youth–produced digital stories were examined and assigned descriptive attributes; of these, 31 stories were selected and subjected to a more rigorous coding and a thematic analysis. Findings fall into three main categories: self-representation, sites of achievement, and relationships. Participants’ digital stories overwhelmingly depicted positive self-images that included both codified cultural values and pop cultural images to construct novel forms of cultural identity. The gendered depictions of achievement signal a need for more varied, valued, and accessible avenues for success for boys. Lastly, relationships were prominent in the stories, but there was an absence of young adult role models, particularly men, in the stories.

Influenced by Cooke and Kothari's (2001) suggestion that participation "remains a way of talking about rather than doing things" (p. 32), we question to what extent this is true in the public health funding process. Thus, the aim of this article was to investigate the ways in which recent National Institutes of Health (NIH)-funded community-based participatory research (CBPR) projects discursively positioned CBPR in their grant applications. We collected 17 NIH-funded CBPR proposals, analyzed them using a grounded theory approach, and subjected the findings to critical analysis focusing on the definition of community, the type of community "participation" promoted, and the nature of the research proposed. We conclude that certain types of CBPR projects are privileged in the funding review process and discuss the implications of these findings for future CBPR praxis.

For young women, being “aggressive” is generally viewed as a negative identity and associated with bullying and interpersonal violence. Especially in a heteronormative context, sexually aggressive identities are not commonly associated with young women. Resulting negative perceptions or silences surrounding this possible sexual identity are directly consequential in the development of comprehensive sexuality education curricula. Taking a narrative approach and applying a Photovoice elicitation strategy to prompt discussion, the data presented in this article show how young Latinas, when given the opportunity, critically construct aggressive identities in contrastive terms, affirming the identity to befit a counter-intuitive understanding. Implications of considering subjective complexities in sexuality education curricula are discussed in the conclusion.

Few studies have explored women’s subjective experiences with Depo-Provera, in particular its impact on their sexual selves and everyday lives. Thirty-four (34) women were interviewed about their experiences using Depo-Provera and other methods of contraception, with interviews analyzed using a thematic narrative analysis approach. A key theme emerging in interviews was decrease in libido (sexual desire) in taking Depo-Provera, which was linked with emotions, body image, and had social ramifications. Four participants’ stories serve as exemplars for exploring subjective complexity. "Lived" accounts of user experiences are essential for overcoming a reductive focus on contraceptive side effects, which elides connections and obscures user understanding. A narrative perspective provides an empirical basis for developing family planning programs and sexual health policies that acknowledge more experientially grounded conceptualizations of women's sexual and reproductive health and wellbeing.

Technology…is not simply an adjunct to business-as-usual; it becomes a defining quality of our culture as researchers. As such, we might do well to devote more of our energies to studying ourselves as we study others (Tedlock 2005). In other words, we need to turn our observational skills on the encounters we ourselves create; we must observe not only what happens when "we" encounter "them," but also what happens to us when we mediate those encounters via a particular kind of technology that has the capacity to transform both our way of seeing and our way of understanding the world (Angrosino 2007:119).

Aline Gubrium, a young White woman teaching Introduction To Comparative Women's Studies at a historically Black women's college, and Tjazha Mazhani, a young Black woman who has taken Gubrium's course, enact a play—about their multiple positions and perspectives (in terms of race/ethnicity, gender, age, and rank) in the pedagogical process of teaching about forms of power and oppression. Black feminist Audre Lorde's work, which was taught and read in the course, resonates throughout, providing both direction and inspiration for the developing dialogue.

Anthropologist Lila Abu Lughod's idea of “writing against culture” is the point of departure for deconstructing the image of the monstrous mother dominating portrayals of African American women who use crack cocaine. Aiming to “unsettle” the cultural stereotypes, this article presents the narrative of an African American woman who has used crack, illustrating how elements of Twelve-Step recovery discourse and Afrocentric spirituality differentially frame her story. The case shows that recovery and spirituality are as much narrative resources as they are narrative imperatives. Rather than simply reproducing either of these resources in her story, she alternatively constructs herself as a recovering addict on one hand, and a spiritually strong woman on the other, exemplifying how narrative obviates stereotypic representations.

This paper is inspired by recent trends in narrative research that orient to the meaning-making actions of those involved in describing the life course. Applying concepts of narrative, discourse, and contrast, the complex meaning of growing up is presented by way of Lakeesha’s story, one of the 20 women interviewed for a project on African American gender socialization. Rather than viewing the participant in question as having been subject to the ostensible forces and parameters of socialization, she was offered the opportunity to represent her growing-up experiences in her own terms. She talked herself into being, situating herself as a particular type of women throughout her growing-up story — strategically employing and manipulating particular cultural discourses to do so. Lakeesha’s story is presented in this paper to illustrate a strategic model of narrative activity. In particular, I trace her use of the American Dream to analyze the ways that she situates herself with particular identities linked to local conceptions of successful womanhood. Methodological implications of this approach are considered in the conclusion.

This paper presents the Ford Foundation-funded Hear Our Stories: Diasporic Youth for Sexual Rights and Justice project, which explores the subjective experience of structural violence and the ways young parenting Latinas embody and respond to these experiences. We prioritize uprooted young parenting Latinas, whose material conditions and cultural worlds have placed them in tenuous positions, both socially constructed and experientially embodied. Existing programs and policies focused on these women fail to use relevant local knowledge and rarely involve them in messaging efforts. This paper offers a practical road map for rendering relevant and modifying notions of voice as a form of knowledge with the potential to disrupt authoritative knowledge. We present the context and method behind the four digital storytelling workshops that served as a venue for transforming assumptions about young parenting women and producing novel understandings of teen pregnancy and parenting. We end by suggesting an intervention for what we call “strategic authenticity” as it plays out in storytelling, meaning making, and voice, and implications for policy concerned with social justice and equity.

New visual technologies are changing the ways that anthropologists do research and opening up new possibilities for participatory approaches appealing to diverse audiences. Participatory digital methodologies featured in this special issue include digital storytelling, Photovoice, interactive multimedia as new media ethnography, participatory digital archival research, and participatory geographic information systems (GIS). Other methodologies involving participatory digital methodologies that are gaining traction in anthropology include community-based filmmaking (Biella 2006) and collaborative blogging and website production (Hess 2001; Young 2007). Research participants are producing digital representations of their experiences, taking and sharing pictures, and mapping their own environments. These methodologies produce rich visual and narrative data guided by participant interests and priorities, putting the methods literally in the hands of the participants themselves. They appeal to wide audiences, allowing for access to and production of anthropological knowledge beyond the academy.

Using a positive youth development framework, this article describes how a 3-year digital storytelling project and the 566 digital stories produced from it in Northwest Alaska promote protective factors in the lives of Alaska Native youth and serve as digital “hope kits,” a suicide prevention approach that emphasizes young people’s reasons for living. Digital stories are short, participant-produced videos that combine photos, music, and voice. We present process data that indicate the ways that digital stories serve as a platform for youth to reflect on and represent their lives, important relationships and achievements. In so doing, youth use the digital storytelling process to identify and highlight encouraging aspects of their lives, and develop more certain and positive identity formations. These processes are correlated with positive youth health outcomes. In addition, the digital stories themselves serve as reminders of the young people’s personal assets—their reasons for living—after the workshop ends. Young people in this project often showed their digital stories to those who were featured positively within as a way to strengthen these interpersonal relationships. Evaluation data from the project show that digital storytelling workshops and outputs are a promising positive youth development approach. The project and the qualitative data demonstrate the need for further studies focusing on outcomes related to suicide prevention.

Culturally appropriate measures are needed to analyze the effectiveness of HIV prevention interventions. An effective strategy to ensure the culturally appropriateness of measures is the inclusion of participants from the targeted community via participatory action research. Conducting the research process within the community is one method of maximizing greater community participation. The purpose of this paper is to describe a method of pilot testing an instrument within community settings. Findings presented focus primarily on the process of the method, rather than on a statistical outcome testing of the instrument. The sample was 200 African-American women recruited in networks drawn from two rural and two mid-sized counties in North Florida. Methodological issues encountered and resolved through ongoing process evaluation are presented as lessons learned with recommendations and implications.