Sociology 154 - Pregnancy and Birth, Fall 2024
My Oral Birth Story, provided by my mom, was a pivotal experience that was provided to me through a Pregnancy and Birth Sociology course. This course included analyzing different birth stories and reflecting on societal factors that impacted, or determined if a birthing person’s experience was positive or negative. These analyses supported us in our final project, which was to conduct an Oral Birth Story, where we gathered an oral birth story from someone close to us, and wrote about the birthing person’s experiences. We then provided an analysis of their experiences, relating to previous class readings or birth stories. The main component of this project was connecting how culture and society shaped their pregnancy and subsequent birth experiences. My mom was a young parent in a traditional immigrant family and as a result, she faced many hardships, at the hands of her family and society. The experience was a valuable educational opportunity that deepened my bond with my mom and helped me comprehend the struggles endured due to a broken system. This experience solidified my passion for reproductive and sex outreach, and my interest in bridging the gap between folks receiving comprehensive sex education, along with resources they’re able to access.
Co-Author and Editor, 2025
I had the great privilege of taking Matthew Sparke's Senior Taskforce, which focused on farmworkers in the Central Coast, and education pathways and opportunities for employment within healthcare-related careers. I served as a Co-Author and editor for my group, focusing on pathways and opportunities that support childcare and eldercare within farmworker communities. Coming from a family full of farmworkers, this research was especially impactful as I can use resources, such as the "Campo-Sano" map, created by the previous task force, and relay information to family members who continue their work in agriculture. This was an impactful learning experience, as it highlighted disparities within the communities who need the most support, and provided solutions that can uplift farmworker communities.
Throughout my experience as a peer educator with SHOP's Slug Love team, we provided a range of outreach efforts to the campus. In conjunction to the Party Safe (harm reduction) and SHOP Talk (mental well-being) teams, our collaborative efforts have helped new students discover our services. This includes, but is not limited to: drop-in hours, collaborations with various student organizations and resources, educational material posted on social media, and physical materials in the form of 'zines. Through SHOP's approach to outreach, we have been able to connect with student populations who have never heard of SHOP and provide a multitude of resources that can support student well-being and aid in their college experience.