Abstract:

In this article, we examine key dilemmas childbirth educators experienced as they made crucial decisions about the content and format of their classes in the current U.S. maternity-care context. This ethnographic study demonstrates that childbirth education is a cultural phenomenon with deeply embedded values regarding the nature and importance of information, scientific evidence, and consumer choice. Articulating how culture shapes the presentation, content, and format of childbirth classes is an important step in understanding and increasing the relevance of this experience for birthing women.

Keywords: childbirth education; classroom observations; informed choice; philosophy of birth; advocacy; dilemmas

Document Type: Research article

DOI: 10.1624/105812407X245614