The Women Change Worlds blog of the Wellesley Centers for Women (WCW) encourages WCW scholars and colleagues to respond to current news and events; disseminate research findings, expertise, and commentary; and both pose and answer questions about issues that put women's perspectives and concerns at the center of the discussion.

National Student Parent Month is Coming to an End, But Our Work Carries On

Jade Prior and her mom Mishelle Prior of Eugene represent two-generations of Oregon student parentsJade Prior and her mom Mishelle Prior of Eugene represent two-generations of Oregon student parents.

On September 15, 2021, the U.S. Senate passed a resolution declaring September National Student Parent Month. As a person who both was a student parent, and has worked to advocate for other student parents throughout my education and career, after many long years of simply trying to be seen and acknowledged, this federal recognition felt like an important victory. While it didn't direct resources to student parents, nor change laws or policies to better protect and ensure our equitable access to higher education, it showed acknowledgment and solidarity both for the fact both that we exist, and that we are significant: one in five undergraduate students, and one in three graduate students, is parenting during their studies.

In the student parent world, this was a moment for both celebration and frustration: many of us work in small offices, or even departments of one, and our day-to-day work centers around supporting student parents. This is busy, ongoing, and critical work. Helping student parents address their needs and overcome their challenges and crises takes priority over day-to-day work. Between helping students succeed academically, helping them navigate systems to find child care and meet their basic needs, and helping strategize crises, we are very busy people!

Celebrations and special events take months to plan, and with National Student Parent Month being declared half-way through September, many of those celebrating this monumental recognition, were left with no time to plan, organize, and implement a celebration.


Instead of seeing September 30 as a deadline for celebrating the hard and diligent work of student parents and their allies, we should view the close of National Student Parent Month as a catalyst towards the change that is on the horizon.

While I no longer work directly in a student parent program on my campus, I've been busy supporting student parents through research, program support, curriculum development, and advocating for policy and systems change, I can admit that, like a lot of my colleagues in the student parent world, I wasn't ready for a sudden two-week deadline.

So to my friends in the student parent world, I have a proposal. Instead of seeing September 30 as a deadline for celebrating the hard and diligent work of student parents and their allies, we should view the close of National Student Parent Month as a catalyst towards the change that is on the horizon. Let’s use this as a call to action through which we will work to expand college access, inclusion, and success for student parents and their families between now and the second National Student Parent Month in 2022.

This is a moment to celebrate and showcase the collective work that we are already doing to support student parents, and to consider what it would take to be able to do our work even better. It's also a call for advocating for policy and systems change, envisioning a nation where every person—regardless of their background, age, race/ethnicity, income, gender, marital, and/or parenting/caregiving status—is offered an equitable opportunity to complete a college degree.

Highlights from Ongoing Work to Support Student Parents

At the Higher Education Access for Student Parents Research Initiative, we have been busy working to advance student parent success across the landscape of U.S. higher education. Here are a few highlights of our work from the past year, and some previews of what you’ll see from us in the coming year:


Educating the Public About Student Parent Issues

  • Testifying before the Oregon State Legislature's Senate and House Education Committees on the need for student parent demographic data collection, which led to the passage of Senate Bill 564, requiring public postsecondary institutions to collect student demographics pertaining to parenting status. Oregon was the first state to pass such legislation, through an effort that was mobilized by student parents and their allies.
  • Authoring a series of op-eds to call attention to student parents and their challenges and successes in outlets including The Hechinger Report, Diverse Issues in Higher Education, and Ms. Magazine.
  • Launching Student Parents @ the Center, in collaboration with the Urban Institute, a project through which we are developing and expanding upon a framework for understanding and mapping the broad range of policies intersecting in student parents' lives that support or impede their college success.

Reports and Resources on Student Parent Programs Across the U.S.


Academic Journal Articles and White Papers

  • Publishing a new article in About Campus about how to strategically time student parent support services across the phases of an academic term.
  • Releasing a new white paper and sample curricula reflecting pedagogies for parent/child learning through the Two-Generation Classroom Project. In the coming year, we are excited to put this work into action through a partnership to support student parents.

Contextualizing Our Work in Historical Perspectives

  • Student parents have been part of college life for a lot longer than most people realize! There is so much to learn from the history of student parents in higher education to inform our contemporary work, but this history is still largely undocumented. Our Student Parents in History Project, launching in fall 2021, is building a digital archive of documents and oral histories on the history of student parents in higher education from the Post World War II era through the present day.

We work to engage and elevate the expertise, leadership, and contributions of current and former student parents in meaningful ways that counter tokenism and affirm experiential expertise.

In all of these efforts, we believe it is critical that student parent voices and expertise are centered, supporting their efforts as emerging leaders and experts in higher education, social science research, policy, and advocacy. We work to engage and elevate the expertise, leadership, and contributions of current and former student parents in meaningful ways that counter tokenism and affirm experiential expertise. Student parents’ perspectives are critical to understanding the challenges that student parents face in college today and determining how to build systems to create a more inclusive and equitable future for student parents and their families.

All of our projects work to engage student parents as meaningful contributors to our shared work. We engage with student parents, interdisciplinary experts who were student parents during their studies, and self-identified student parent allies as knowledge and research partners, collaborating with them to engage in the processes of informing and shaping social change. We practice family friendliness and flexibility in every aspect of our work, creating inclusive, welcoming, supportive, and safe spaces to be both parents and students/professionals, recognizing the brilliance, strength, and contributions of all of our partners in this work.

In the coming year, we hope to inspire and advance the quest for equitable access to education for all: including students with kids. Our projects focus on informing and shaping policy, systems, and structural changes that are necessary to achieving this goal across the U.S., while exploring and testing new approaches and models in partnership with post-secondary institutions and communities, who are working locally toward this shared goal.

For us, National Student Parent Month is a symbol of recognition with the power to ignite and accelerate this shared mission. It serves as a checkpoint at which we can stop and reflect on all that we have accomplished and all that we still have yet to do. It is our hope that the time between now and September 2022 will be a year of collaboration, partnership, and movement building across the fields of higher education, economic mobility, and thriving communities, so that next September, we can look back on the year and see just how far we have come.


Autumn Green, Ph.D., is a research scientist at the Wellesley Centers for Women studying higher education access for student parents. Dr. Green is nationally recognized for her scholarship on the lives of student parents and has worked to create two-generation programs on college and university campuses.

  476 Hits
  0 Comments
476 Hits
0 Comments

The New Sexual Assault Response Rules for Colleges Require Them to Behave Like the Criminal Justice System. Here's Why That's a Problem.

U.S. Secretary of Education Betsy DeVosU.S. Secretary of Education Betsy DeVos. Photo by Gage Skidmore from Peoria, AZ, under CC BY-SA license. This week, new rules go into effect dictating how colleges and universities must respond to allegations of sexual assault on campus. The U.S. Department of Education released the final version of these rules in May, and since then, a number of lawsuits have been filed, some asking for more time to implement them. But as of now, the August 14 deadline still holds, and colleges are juggling the implementation of the new rules with planning for what is likely to be one of the most challenging semesters they have ever faced.

Among other things, colleges will be required to hold live disciplinary hearings during which those who have been sexually assaulted and those accused of assaulting them present live testimony and can be cross-examined. Though there are limits on this process – advisors to the students do the questioning, not the students themselves, and a hearing officer will decide if the questions are relevant – it creates an opportunity for more personal attacks than are seen in the criminal justice system, while pushing colleges to behave like that system. That’s not good for students.

One problem rarely mentioned in discussions of the new rules – which create a more litigious and adversarial process – is that the criminal justice system is rarely effective in achieving justice for victims of sexual assault. As a research scientist who has studied this issue extensively, I’m familiar with the many obstacles that victims face: Most don’t report sexual assault to authorities to begin with, and those who do face a secondary victimization as they must recount their experience over and over again to police, prosecutors, and other court officials. Challenges to victim credibility come on many fronts; those who have a history of emotional or mental health problems, who were assaulted by people they know, in situations that involved consumption of alcohol or drugs, or did not report it immediately tend to see their complaints discounted or the cases dropped before adjudication. (The exceptions are cases that involve serious physical injury or the use of a weapon.) This case attrition happens either because victims have been discouraged from cooperating further or because prosecutors do not see the case as credible, or think a jury will be unlikely to convict.

If colleges are required to adopt criminal justice-like procedures, many of these same factors that contribute to case attrition will have a chilling effect on reporting and help-seeking. Few complaints will move forward, and the safety of students and their access to an education will be further jeopardized. Many victims won’t want to pursue a process that involves repeating their account and personal details in a public hearing at the school where the assault occurred – especially if the person who assaulted them has more power or clout, like a star athlete – and answering questions proffered under the direction of that person. Many will decide, at some point along the way, it’s simply not worth it.

A criminal justice model also doesn’t make sense for colleges, whose mission is to educate, not adjudicate. Their goal is to foster norms against sexual violence and harassment, but they will end up being complicit in the re-victimization of those who report.

Along with colleagues and funded by the National Institute of Justice of the U.S. Department of Justice, I recently completed a project on Responding to Sexual Assault on Campus. In the course of our research on 969 colleges across the US, we spoke to 47 Title IX coordinators, many of whom felt strongly that the way they handle sexual assault cases – including sanctioning – should be in part an educational process, in keeping with the mission of their institution to educate. Addressing complaints by holding hearings and cross-examinations doesn’t fit with that mission, and it’s also inconsistent with how colleges handle other violations of student conduct codes.

The Title IX coordinators we spoke to faced lots of challenges. The greatest challenge for many was building capacity to respond to reports of sexual assault. They voiced a critical need for more well-trained investigators, whether from within their college community, public safety, or external sources. The new rules (in some cases rules which conflict with their state laws and current policies) will require even more resources. Unless Title IX coordinators are provided with strong institutional support and visibility including adequate funding, staffing, and training – all of which will be a challenge at institutions wrestling with responses to COVID-19 – they will have to try to do more with their already meager resources. This isn’t a recipe for thoughtfully carried out processes that result in justice for students.

We’ll learn more over the coming months about the issues that will arise from these new rules. For example, how will the complex interplay of state laws, Federal Circuit court rulings, guidance from lawsuits, and institutional mandates affect the implementation? What effect will the pandemic have? There will be details to iron out, but the movement of Title IX processes toward a criminal justice model is a step in the wrong direction. It is also the biggest threat to ensuring that women are given equal access to education.

Linda M. Williams, Ph.D., is director of the Justice and Gender-Based Violence Research Initiative at the Wellesley Centers for Women at Wellesley College. Her research focuses on the justice system response to sexual violence. In 2020, she concluded a federally-funded study of college responses to sexual assaults on campus.

  2717 Hits
  0 Comments
2717 Hits
0 Comments

A Research Internship that Expands Horizons

Neha LundI never knew that I would have the opportunity to do social science research as an undergraduate until I got to Wellesley College. Towards the end of my first year, with my academic interests starting to gravitate toward Sociology and South Asia Studies, I knew I wanted to connect the concepts I was learning in the classroom to action-oriented research that produced tangible results for communities that I cared about. Through the helpful guidance of my peers, professors, and mentors, I discovered that I could get that opportunity by working at the Wellesley Centers for Women.

WCW’s social justice-oriented mission and reputation for providing meaningful collaboration opportunities for Wellesley students drew me to attend a networking event with students and WCW research scientists. This is where I first met my soon-to-be research mentor, Dr. Linda Charmaraman — little did I know that our conversation would be the beginning of a year full of support, learning, growth, and mentorship. Through the Sophomore Early Research Program (SERP), which provides funded research opportunities to underrepresented students in scientific and social science research, I have been a full-time research assistant to Linda in her Youth, Media & Wellbeing Lab this school year.

As a first-generation student, the idea of entering the world of academic research with no experience was definitely nerve-wracking. However, having such a passionate, dedicated, and encouraging mentor as Linda (who is also a first-generation woman of color in academia) has made all the difference. Linda has not only taught me mixed-methods research skills such as data analysis, transcription, coding, and conducting literature reviews. She has also shown me that there is space in the academy for scholars who look like me and who value the same social justice principles that I do. My SERP experience has opened up the door of academic research as a possible future career path, something I am so grateful for at this point in my academic career.

The main project I have been working on with Linda this year is co-authoring a journal article that explores the blurred boundaries between middle school students’ social media use in the context of school and home. Especially in the era of COVID-19, when learning is increasingly dependent on social technologies, we believe it is crucial to facilitate collaborative, complementary partnerships between educators and parents to best support students’ social media use. One of my favorite parts of the research process has been utilizing concepts and frameworks I have been learning in the classroom, such as in my sociology class on schools and society, in order to add to our article from my unique perspective.

Having the opportunity to contribute to this project as an undergraduate student has allowed me to develop a sense of pride in my work, connecting my liberal arts education with my passion for meaningful practical applications. Our lab at WCW values working together with schools, community organizations, and families, which shows how academic research has the potential to be accessible and change-provoking when created with the intent of contributing to social wellbeing. My experience as a research assistant this year has complemented my Wellesley education through providing me with avenues to exercise my intellectual agency and collaborate with other students and faculty in our lab. I am so grateful to have the opportunity to conduct mixed-methods research so early in my Wellesley career, and it has truly shaped my trajectory going forward. More than ever, I understand how many different ways my education has the potential to contribute to positive change, and I am excited to continue my work in the lab going forward.

Neha Lund is a member of the Wellesley College class of 2022 who is majoring in Sociology and minoring in South Asia Studies. Through the Sophomore Early Research Program, she is also a full-time research intern at the Youth, Media & Wellbeing Research Lab at the Wellesley Centers for Women.

  2885 Hits
  0 Comments
2885 Hits
0 Comments

Social and Emotional Learning During COVID-19 Crisis: Equity Lens Reflection

Social and emotional learning during COVID-19This article was originally posted by Karen Craddock, Ph.D., on April 17, 2020, on The Wellness Collaborative.

While we manage the day-to-day, sometimes moment-to-moment, shifts during this global pandemic, it is sure to have implications on how we navigate the array of feelings and interactions we encounter in every aspect of our inner and outer lives. This process involving managing emotions, setting goals, showing empathy, building relationship, and making constructive decisions, otherwise known as social and emotional learning (SEL), is especially poignant now. Raising awareness of how these skill sets and competencies intersect with interpersonal, situational and structural inequities is even more so…

Pain of exclusion

In my blog article on the social-emotional, neurophysiological pain of racialized exclusion and strategies to remain resilient, there is discussion on how pain is perceived and received across racial lines. Particularly relevant is mention of the well documented racial empathy gap that occurs for people of color, especially in healthcare settings as well as in education. This is important to keep top of mind during this COVID-19 crisis in light of emerging national data revealing the glaring disparities occurring along race for both contracting and dying of the disease, as well as getting access to testing and treatment.

What is clear is that the pain of racism occurs both directly and indirectly. So as communities of color hear and experience more of these disparities, even while not surprising, the impact is felt whether target or watching from the sidelines. Already strategies of resistance have been activated among people of color to buffer and recreate in the midst of this, which includes a call for increased awareness and action by all. Furthering these strategies to remain resilient will be crucial for the long haul calling for intentional awareness to stratified privilege, disrupting inequities, supporting affinity networking, and deploying collaborations with resources of all kinds.

Staying physically distant and socially connected

While we adhere to vital mandates to stop the spread of the virus which can require quarantine and separation, it is important to be aware of language that indicates social or relational disconnection. We are wired for connection and thrive mentally, physically, and emotionally from being in healthy relationship. The limits of the terminology have recently come forward and will likely continue.

Inclusive language that encourages staying socially connected in safe ways is vital. This means honoring the diverse personalities and profiles of individuals falling along the spectrum of introvert to extrovert by making room and opportunities for everyone to find comfortable and necessary methods to stay connected without assumptions of “one size fits all”. By using the term physical distancing it also forces us to look at the range of physical settings people are in while braving this storm. Thus, it is even more important to address the implications and remain aware of the physical constraints and necessities that are realities across the country and for so many.

A current context in the climate of COVID-19

It is not unusual that during times of extraordinary crisis that prevailing stressors become worse. For communities already chronically marginalized by race, ethnicity, gender, class…an increase in volume, intensity, and impact occurs. In addition, a climate of crisis also heightens awareness of social, structural, and systemic inequities. Over the past few weeks we have experienced COVID-19 hit our communities and we are beginning to hear stories and see data that brings this point to a head.

From physical appearance to physical location, the ugly truths of marginalized existences are coming to bear. An African-American man living in Boston expressed this tension in a news article describing the risk and worry he has of being a man of color wearing a facemask to prevent illness while fearing for his safety due to bias. We see the economic intersectional realities during this public health pandemic across many communities and how it is specifically playing out given the disproportionate rate of pre-existing and socially influenced health conditions among communities of color. And sadly rates of domestic violence and abuse are likely spiking especially with quarantine and stay at home recommendations and mandates in place. The backdrop of the growing rise of suicide among Black youth sharpens the need for paying attention to the mental health needs of us all right now and especially within communities of color.

As educators and practitioners of SEL it is vital now more than ever that we remain vigilant in our efforts to defeat COVID-19 while staying aware of how its impact is inextricably tied to issues of bias, equity, and wellness. It will require and invite opportunities for self-reflection personally and professionally that center cultural fluency, emotional intelligence and agility. Before us is a call that compels intentional, active, and inclusive engagement within affinity networks and with racially culturally diverse thought-partners and leaders to seek and create solutions for much-needed healing.

Karen Craddock, Ph.D., is a visiting scholar at the Wellesley Centers for Women. As an applied psychologist, her work centers on issues of equity, wellness, leadership, and partnership. Her studies on psycho-social functioning have included explorations of race and gender intersectionality, models of optimal resistance and resilience, social and emotional learning, emotional intelligence, and the neuroscience of inclusion.

  4055 Hits
  0 Comments
4055 Hits
0 Comments

When the News Is Scary: 4 Ways to Support Children During the Coronavirus Outbreak

child washing hands with soap and waterAs the mother of four children ranging in age from 5 to 17, I think I’ve heard it all when it comes to the coronavirus COVID-19: every rumor and misunderstanding that gets shared at school and on social media about where it came from and how it spreads. In gently redirecting my children toward the truth--and helping them manage their well-founded anxiety--I’ve leaned on my knowledge of social and emotional learning (SEL).

As the director of Open Circle, an evidence-based SEL program for school-age children, I know that it’s important to help kids develop skills to recognize and manage their emotions. It’s also important for them to feel safe and cared for, especially in the midst of a crisis. Effective SEL strengthens our ability to understand, name, and manage our emotions all while building healthy relationships with others that foster increased empathy and community.

Here are a few things I’ve kept in mind while having conversations with my children about COVID-19, which might be helpful to anyone who has similar conversations with kids in their lives--whether their families or those they interact with in a professional capacity.

Children take their emotional cues from adults.

Kids look to us for how to react to a crisis, so it’s critical that we mind our words and actions when in their presence. We should convey calm and compassion, and focus on the facts available. Familiarizing ourselves with what’s known about COVID-19 and how it spreads allows us to ensure we’re conveying factual information to the children around us. Displaying an overly anxious or fearful affect is “contagious,” and causes children, in turn, to become overly anxious and fearful. We need to remain calm and reassuring as much as possible--and to lean on the other adults within our communities when we need to share our own fears and concerns.

“Othering” behavior and speech must be interrupted.

An unfortunate by-product of this scare has been the othering of Asian American communities, which has led many Chinese restaurants and businesses to lose customers. I’ve heard children say things like “Chinese people caused this” or other disparaging remarks. It’s important for adults to immediately and firmly interrupt these types of comments and othering behavior.

Calm breathing and mindful pauses can help.

At Open Circle, one of the threads woven throughout our curriculum is calm breathing and mindfulness. Teaching children to take three slow, deep breaths or a one-minute mindful pause throughout the day helps them develop the tools to cope when they’re feeling anxious.

It’s OK to say you don’t know.

None of us have all the answers to questions children may ask about COVID-19, and that’s OK. Sometimes these questions do have an answer, and we can find it for them by utilizing the resources available to us: our doctors, school nurses, reputable online sources. Some questions simply can’t be answered with any definitiveness. In those cases, all we can do is help children understand that life comes with gray areas, and not all questions have a straightforward answer. What’s most important is for them to understand that the adults in their lives--whether at school or at home--will be there to protect and assist them, no matter what. As Mr. Rogers’ mother used to say, when there’s a crisis, “look for the helpers.” Knowing that there will always be helpers may go a long way toward relieving children’s worry.

Kamilah Drummond-Forrester, M.A., CAGS, is the director of Open Circle, an action program of the Wellesley Centers for Women that equips elementary schools with evidence-based curriculum and training to improve school climate and teach children essential social and emotional skills.

  9317 Hits
  3 Comments
Recent Comments
Guest — Yashi srivastava
It is very important to follow these mindful steps and each and every person should help each other to be safe by the correct ways... Read More
Monday, 16 March 2020 01:20
Guest — Mark Philip
WHAT TO DO IF THERE IS A RISK OF EXPOSURE TO THE VIRUS? • Respect the incubation period and stay in quarantine, symptoms can take ... Read More
Monday, 23 March 2020 04:17
Guest — Pavithra Suresh
Good. Nice analysis with the different angle of thinking, of course the children and mild and young are people are confuse with th... Read More
Monday, 27 April 2020 11:50
9317 Hits
3 Comments

In India, Action to End Child Marriage Has a Long Way to Go

The Supreme Court of India ruled last week that sex with one’s wife under 18 years of age will be deemed as rape for which the husband can face up to 10 years of imprisonment. This judgement, being hailed as “landmark” by Indian media, irons out a major discrepancy in the Indian law: while the age of consent for women in India is 18, an exception in the Indian penal code allowed men to have sex with their wives between 15-18 years of age regardless of their consent (Indian law does not acknowledge marital rape).

While it is indeed a laudable step on part of the Indian judiciary that called out the “artificial distinction” between a married girl child and an unmarried girl child to be “arbitrary and discriminatory”, the judgement puts the spotlight on the issue of child marriage itself. A recent study conducted by IndiaSpend -- a journalism non-profit -- found that nearly 12 million Indian children are married before the age of 10, a mind-boggling figure that shows that child marriage continues to be a real and persistent threat in the country. We also know that early marriage can be disastrous for a girl’s sexual and reproductive health. According to Girls Not Brides, complication in pregnancy and childbirth is the leading cause of death in girls aged 15-19 globally. Considering that, this indeed is a landmark judgement which will now present a barrier to men wanting to consummate their marriages with their underage brides. However, the moment one begins to think about the wider socio-cultural context that child marriages take place in, the judgement sounds wildly optimistic and impracticable.

It is common knowledge that there is a link between lower levels of education and early marriage. The IndiaSpend research also found that as many as 5.4 million married under the age of 10 were illiterate, and 80 percent of them were female. Given that we are talking of a largely illiterate female population that is subjected to child marriage, what are the chances of them seeking legal recourse when faced with the prospect of forced consummation of marriage? Child marriage is also very often a discreet affair, one that is deeply entrenched in patriarchal values and traditions, and wary of the State machinery. Given how little agency a girl child has in a marriage, it is highly unlikely that she will report her husband for having sex with her. What, then, is the way forward? The obvious answer is education. It has always been known that educating girls and boys is one of the most effective ways of eradicating child marriage. Even the government of India acknowledged it when it said that child marriage is a reality in India due to economic and educational inequalities. However, what our government really meant was that given that child marriage is a reality, we might as well allow the consummation of marriage before the legal age of consent because “the institution of marriage must be protected”.

The government’s paranoia regarding the institution of marriage, as if it were more endangered than the Bengal tiger, is preposterous. And I don’t mean to be facetious about this. The government’s delusion is both amusing and scary; it has used this defence not only to argue for lower age of consent in child marriages but also against criminalizing marital rape which is an ongoing battle in the courts. In fact, in defence of not criminalizing marital rape, the government said that India could not follow the lead of western countries as “India has its own unique problems due to uneven literacy, economic and social diversity." Granted that India is an extremely complex terrain for the implementation of any such law, it cannot be used as an excuse for maintaining the status quo. Besides, it is not the government’s job to uphold the institution of marriage and what they call the Indian family system, based on the assumption that sexual consent is implicit in marriage and a nod to women’s autonomy will destabilize the institution. This is important because unless the government gets its priorities right, it will not be able to focus on levelling the “uneven” playing field that it acknowledges as the cause of social problems, also required for the effective implementation of women-friendly laws.

Nandita DuttaNandita Dutta is deputy manager at the Centre for Studies in Gender and Sexuality (CSGS) at Ashoka University in India. CSGS is a partner of the Wellesley Centers for Women.

  5875 Hits
  0 Comments
5875 Hits
0 Comments

WCW Blog

 

Views expressed on the Women Change Worlds blog are those of the authors and do not represent the views of the Wellesley Centers for Women or Wellesley College nor have they been authorized or endorsed by Wellesley College.

Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue", you are agreeing to our privacy policy.
Continue Privacy Policy