Communication

Geneseo Launches a New Academic Year

rime — Fri, 22 Aug 2025 13:15:17 +0000

Geneseo Launches a New Academic Year rime Fri, 08/22/2025 - 09:15

A Study of Pregnancy Care in Jails During the COVID-19 Pandemic

patenaude — Thu, 14 Aug 2025 17:38:55 +0000

A Study of Pregnancy Care in Jails During the COVID-19 Pandemic

Thursday, August 14, 2025

patenaude Thu, 08/14/2025 - 13:38

Assistant Professor Ashley N. Watson (SUNY Geneseo/Matt Burkhartt)

Ashley N. Watson

Article title

“We Were on Lockdown for Pretty Much My Entire Pregnancy”: A Qualitative Study of Pregnancy Care in Prisons and Jails During the COVID-19 Pandemic.

Summary

The COVID-19 pandemic disproportionately impacted incarcerated people, and pregnant and postpartum people were no exception.

Abstract

It has been demonstrated that the COVID-19 pandemic negatively impacted incarcerated people in myriad ways: through conditions of confinement resulting in increased exposure to COVID-19, restrictive prison and jail policies intended to decrease the spread of COVID-19, and more. However, there has been little attention to the impact of the COVID-19 pandemic on the care and treatment of pregnant and postpartum individuals in carceral settings, given their unique needs. We conducted interviews with 10 formerly incarcerated women who were incarcerated and were pregnant or postpartum between March 2020 and January 2022. Each transcript was coded by two independent coders. Our analysis revealed factors specific to the COVID-19 pandemic that exacerbated the harm faced by incarcerated pregnant and postpartum people, as well as factors that mitigated these negative impacts. We conclude with a series of policy and practice recommendations that carceral facilities may implement to improve the health and wellbeing of incarcerated pregnant people and their babies.

Main research questions

1. What were the experiences of pregnant and postpartum women who were incarcerated during the COVID-19 pandemic?
2. What unique challenges did pregnant and postpartum women who were incarcerated during the pandemic face?
3. What factors might have mitigated these challenges?

What the research builds on

1. Studies have consistently shown that as the number of incarcerated women—and incarcerated mothers, in particular – has risen, prisons have struggled to meet the unique needs of this population.
2. Despite a constitutional requirement for institutions of incarceration to provide healthcare, there are no mandatory standards for pregnancy-related care in prisons and jails.
3. Existing research demonstrates that pregnant and postpartum people often face numerous barriers to their health while incarcerated, including inadequate prenatal diets, use of restraints during labor and delivery, lack of labor and delivery supports (e.g., family members, doulas), separation from newborns, inadequate supports related to lactation, and other distressing conditions.

How the research adds to the discussion?

Our results uniquely highlight factors that mitigated some of the negative and violent experiences of being pregnant and incarcerated during COVID. Mitigating factors included:

support they received from external pregnancy or doula organizations
support they received from incarcerated peers
self-advocacy to improve their living conditions or express bodily autonomy

Novel methodology

Each phase of this work was guided, in part, by a national Community Research Council (CRC) made up of nine formerly incarcerated people who gave birth or were postpartum while incarcerated.

Implications for policy

Two of seven recommendations we provide are decarcertation and continuing visitations and programming. Our findings highlight that prison and jail systems pose a risk to pregnant and postpartum people; therefore, we recommend identifying and pursuing opportunities for decarceration wherever possible to promote their health and wellbeing, through and beyond the COVID-19 pandemic. When decarceration opportunities are pursued, we recommend that they be accompanied by comprehensive, wrap-around re-entry supports (e.g., access to safe housing, healthcare, parenting skills and support). Similar to Dallaire et al. (2021) and Muñiz et al. (2024), interviewees described how the prisons or jails where they were incarcerated at various times halted visiting, suspended phone calls, and cancelled parenting programs. It is well established that visiting has positive impacts for incarcerated people, including improved maternal mental health, strengthened parent-child bonds, and reduced recidivism, suggesting that even in times of crisis like the pandemic, Departments of Corrections need to ensure access to forms of visitation and programming for incarcerated people.

Funding

National Institute of Child Health and Human Development of the National Institutes of Health, 1R01HD103634-01

Abaki Beck, Ingie Osman, and Rebecca J. Shlafer of University of Minnesota; Aparea Smith and Brittany Seaver of Community Research Council; Carolyn Sufrin of Johns Hopkins University School of Medicine

Beck, A., Osman, I., Watson, A.N., Smith, A., Seaver, B., Sufrin, C., Shlafer, R. J. (2025). "'We were on lockdown for pretty much my entire pregnancy': A qualitative study of pregnancy care in prisons and jails during the COVID-19 pandemic and opportunities for action." BMC Pregnancy Childbirth , 25(815), 1-14. https://doi.org/10.1186/s12884-025-07908-2

BMC Pregnancy and Childbirth (2025)

Four Alums Win Fulbright US Student Awards

rime — Mon, 02 Jun 2025 18:23:14 +0000

Four Alums Win Fulbright US Student Awards rime Mon, 06/02/2025 - 14:23

Congratulations, Class of 2025!

rime — Thu, 22 May 2025 14:51:14 +0000

Congratulations, Class of 2025! rime Thu, 05/22/2025 - 10:51

Reimagining Student–Faculty Relationships: Strengthening Social Justice Efforts Through Dialogue

patenaude — Fri, 22 Nov 2024 11:45:45 +0000

Reimagining Student–Faculty Relationships: Strengthening Social Justice Efforts Through Dialogue

Thursday, November 21, 2024

patenaude Fri, 11/22/2024 - 06:45

Cultivating Community event (SUNY Geneseo/Keith Walters '11)

Mackenzie Gerringer

Meredith Harrigan

Suann Yang

Summary

With dialogue, students and faculty can work together to address diversity, equity, inclusion, accessibility, and belonging (DEIAB) within higher education settings.

Abstract

A challenge for fostering diversity, equity, inclusion, accessibility, and belonging (DEIAB) in institutions of education is bridging the gap between students and faculty. However, community efforts in DEIAB can benefit from dialogue between faculty and students for long-term efficacy. Drawing from a dialogue-based approach to organizational communication, this practice brief aims to promote student–faculty collaborative action to improve campus diversity, equity, inclusion, accessibility, and belonging efforts. To this end, this article presents (a) dialogic departmental committees comprised of students and faculty members in two academic disciplines, (b) the endeavors informed by research on community change, and (c) lessons learned from our initiatives for future efforts.

Main research questions

1. How have student-faculty DEIAB committees formed across different disciplines?
2. What challenges are faced by DEIAB committees in reaching their common goals?
3. What are the impacts of collaborative DEIAB committees on participating students and faculty?

What the research builds on

In advocating for the oppressed, the problem of speaking on behalf of others, including in higher education, has been discussed for decades. We join these authors in advocating for the act of speaking with others, working from a foundation of dialogue. In this study, we describe how dialogic encounters among faculty and students can be used to challenge systemic separation of them around DEIAB initiatives on campus. To contextualize this work, we follow the framework of communications scholars LeGreco et al. (2024), who highlight four characteristics of dialogue—mindfulness, equitable transaction, empathy, and real meeting, each of which provide important opportunities for connection and to foster collaboration. The Bio-Diversity and CommunicationIDEA committees use these practices to work together toward common DEIAB goals, addressing how to implement these ideas and lessons learned under this structure.

Additional information

Shared lessons for DEIAB Departmental work:

Remember that DEIAB efforts are not isolated to one space or to one issue. Connect with other programs and leverage the power of cross-identity collaboration.
Consider how roles and identities intersect and the implications of those intersections.
Prioritize equity over equality.
Focus on building trust to lay the foundation for equitable transaction, mindful communication, and empathy.
During committee and departmental discussions of DEIB-related issues, address any comments that are hurtful or inconsiderate directly—for example through unpacking meaning, recognizing impact, and apologizing—respecting colleagues, but being open about our own fallibility. Vulnerability in these discussions requires that faculty step away from traditional student-faculty hierarchies and be willing to cede power for the sake of growth and community.
Develop processes of welcoming and including new members. Students and faculty can encourage sustained participation to support trust building. Share the emotional load of DEIAB work with allies among faculty and students and connect with like-minded individuals who are willing to work to be a part of the solution.
Express gratitude. Celebrate and share success along the way.

Some questions to reflect on when starting new DEIAB partnerships between students and faculty:

To what degree are you prepared to practice vulnerability, including your identity-related experiences and/or expressing humility?
DEIAB work takes us to different spaces with new people. Are you prepared to meet people where they are?
To what degree are you prepared to reflect, to listen to other perspectives, and to possibly receive and learn from criticism?
Are you prepared to commit the resource of time?
Who would be open to engaging in authentic dialogue and challenging oppressive narratives with you?
What are your intended goals for DEIAB in your specific community?
How can you gather support for your work?

Alexander Michaels ‘24; Emi Kanemoto, Bryant University; Maya J. Craig ‘21; Josephine Lewis ‘23; Anna Lynch ‘23; Hannah M. Smith ‘22; and Jasmine Yeoh ‘21,

Kanemoto, E., Craig, M. J., Gerringer, M. E., Lewis, J., Lynch, A., Michaels, A., Smith, H. M., Yang, S., Yeoh, J., & Harrigan, M. M. (2024). Reimagining student–faculty relationships: Strengthening social justice efforts through dialogue. Journal of Diversity in Higher Education.

Journal of Diversity in Higher Education (2024)

Student-Faculty Research Team Selected for CUR Advocacy Program

patenaude — Fri, 25 Oct 2024 13:20:17 +0000

Student-Faculty Research Team Selected for CUR Advocacy Program patenaude Fri, 10/25/2024 - 09:20

Geneseo Ushers In a New Academic Year

rime — Fri, 30 Aug 2024 14:30:48 +0000

Geneseo Ushers In a New Academic Year rime Fri, 08/30/2024 - 10:30

Cultivating Community 2024

bharris — Fri, 30 Aug 2024 14:14:16 +0000

Cultivating Community 2024 bharris Fri, 08/30/2024 - 10:14

Sarah DeVito

barkan — Tue, 20 Aug 2024 16:14:39 +0000

Sarah DeVito

Part-Time Operations Manager for WGSU

barkan Tue, 08/20/2024 - 12:14

Blake Hall B 106

585-245-5228

sed13@geneseo.edu

Six Students Win Prestigious Gilman Scholarships

rime — Wed, 22 May 2024 19:30:04 +0000

Six Students Win Prestigious Gilman Scholarships rime Wed, 05/22/2024 - 15:30