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Descriptors:
Acquired Immunodeficiency Syndrome (AIDS); Low Income; Ethnography; Foreign Countries; Fathers; Males; Blacks; Comparative Analysis; Employment; Mothers; Parent Participation; Family Relationship; Economically Disadvantaged

Abstract:
In this article, the authors examine how low-income Black men in South Africa and the United States work with their kin to secure fathering and ensure the well-being of children. They use ethnographic and life history data on men who fathered children from 1992 to 2005 to demonstrate how fathers' roles as kin workers enable them to meet culturally defined criteria for responsible fatherhood in two contexts marked by legacies of racism, increasing rates of incarceration and HIV/AIDS, and a web of interlocking inequalities that effectively precludes them from accessing employment with good wages. Using a comparative framework based on kin work, the authors identify three common processes in both contexts--negotiation between maternal and paternal kin, pedifocal approach, and flexible fathering--that enable men and their kin networks to secure father involvement in economically marginalized communities. The article concludes with a discussion of the policy implications of the findings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acquired Immunodeficiency Syndrome (AIDS); Females; Sexually Transmitted Diseases; Blacks; Interviews; Resistance (Psychology); Fear; Self Expression; Foreign Countries

Abstract:
Women who become HIV infected through heterosexual transmission are faced with the task of making sense of how they became infected. This paper presents a qualitative analysis based on interviews with 35 HIV-positive South African Black women. A specific theme, that blame of a male partner was avoided or disavowed in interviews, is explored in relation to broader contexts concerning gender and HIV. It is suggested that the repeated phrase "I don't know who to blame" expresses gender-differentiated speaking rights. It also protects women from voicing their own anger, guilt and internalization of badness as a result of an HIV-positive diagnosis. Further, it protects women from exposure to male destructiveness and from confronting the possibility that they themselves are implicated in the infection of others. Analysis offers opportunities for exploring how women both resist and repeat dominant discourses and dominant fears related to HIV-infected womanhood. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Economic Progress; Higher Education; Poverty; Rape; Females; Graduation Rate; Racial Segregation; Graduation; Policy Analysis; Foreign Countries; Economic Development; Blacks; Gender Bias; Acquired Immunodeficiency Syndrome (AIDS); Victims of Crime; Violence; Educational Attainment; Gender Differences; Educational Policy

Abstract:
This dissertation is structured as a critical policy analysis employing historical methods. It examines how the post apartheid government's economic growth and development polices have informed the higher education system and how this has changed women's financial, occupational, political, social, and educational prospects in South Africa. Through the telling of this history, the paper provides understanding of the relationship between economic growth and development, higher education, and women within the social, cultural, and political context of the country from 1994 to the present. This is also a story about the lives of South African women. It examines how South Africa's patriarchal culture, the apartheid system, and the 1996 constitution and other government gender specific initiatives have influenced the lives of women, especially Black South African women. What this study does is to bring understanding as to why, despite one of the world's best written and designed policy frameworks for women's empowerment and gender equality and a constitution based on non-sexism, a significant number of women continue to live in poverty, have higher incidences of HIV/AIDS, are increasingly victims of rape and violence, and continue to experience low graduation rates. By recognizing and understanding why women continue to face significant challenges, thirteen years after the establishment of a national framework for women's empowerment and gender equality, we can chip away at the poverty, low graduation rates, and violence that are still pervasive in South Africa. This study did not attempt to find the answers or solutions to the pressing economic, education, and gender issues facing South Africa today. The primary focus is on understanding the relationship between economic growth and development and higher education policies and how they have changed women's prospects. Although race is often the lens used when examining the country's past and current opportunities and challenges, this study takes a different perspective and looks at the country through the framework of gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sexually Transmitted Diseases; Young Children; Foreign Countries; Sexuality; Grade 2; Acquired Immunodeficiency Syndrome (AIDS); Gender Differences; Elementary Schools; Elementary School Teachers; Blacks; Working Class; Comprehensive School Health Education; Fear; Anxiety; Social Attitudes; Teacher Attitudes; Public Health; Health Promotion

Abstract:
Drawing from data collected during interviews with grade 2 teachers who work in a black working-class township school, this paper explores the meanings that teachers attach to HIV and AIDS education. It is argued that the relationship of many teachers to the subject of HIV and AIDS is inscribed within regulatory forces based on the notion of childhood sexual innocence which uphold and construct a particular version of childhood which is racialized, "classed" and gendered. Despite the urgency of addressing young children's right to HIV and AIDS education, teaching discourses mobilize a notion of innocence which culminates in fear and anxiety around expressions of sexuality in early childhood. Throughout the paper shows that while teachers' constructions of childhood are formidable, they are not irreversible since teachers point in contradictory ways to young children's sexual agency. The significance of starting early with young children together with the calamitous effects of HIV and AIDS in South Africa indicate that we must begin confronting the HIV and AIDS pandemic and start to develop HIV and AIDS reduction and prevention programmes appropriate to the early years of schooling. The findings reported herein have implications for teachers' work in the development of such programmes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Rural Schools; Ethnic Groups; Adolescents; Health Education; Foreign Countries; Acquired Immunodeficiency Syndrome (AIDS); Grade 6; Cultural Context; Blacks; Whites; Indians; Urban Schools; Art Education; Teaching Methods; Intervention

Abstract:
This paper focuses specifically on the needs and concerns of "very young adolescents" who as defined by the Population Council are young people aged between 10 and 14 years. The title of this paper, "Where Do We Start?", acknowledges that attitudes towards and knowledge of HIV and AIDS are best looked at in a situated way. We look at classes of sixth-grade students from four quite different cultural contexts within the province of KwaZulu-Natal: a deeply rural school made up of black students; a township school again made up exclusively of black students; and two more urban and affluent schools, one a public school made up primarily of white and Indian students, and one faith-based school which, while made up of various racial and ethnic groups, is predominantly white. The paper maps out ways of using arts-based approaches with young people so that they are positioned in engaging and participatory ways. It is argued that "one size does not fit all" when it comes to planning HIV and AIDS interventions. (Contains 3 notes and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Education; Moral Values; Gender Differences; Christianity; Foreign Countries; Acquired Immunodeficiency Syndrome (AIDS); Peer Teaching; Interviews; Daily Living Skills; Blacks; High Schools; Organizations (Groups)

Abstract:
In HIV and AIDS and life skills education in southern Africa peer education has been advocated as a way of democratizing relations between educators and students and encouraging participatory pedagogies. But what makes a peer educator, or rather how do people make themselves peer educators? Similarities in terms of age, social status and background do not automatically result in teachers and students identifying as peers and engaging in participatory teaching and learning. This paper focuses on an interview with men and women in their 20s who were identified as peer educators and taught life skills education to children in a "black" high school. How did they, as full-time paid employees several years older than their students working for a Christian organization, construct themselves as peers in relation to the male and female students they taught? It is argued that this involved contradictory ways of relating to students, moralistic and student-centred, and that they subverted and reproduced conventional gendered identities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acquired Immunodeficiency Syndrome (AIDS); Psychological Patterns; Correlation; Health Behavior; Blacks; Predictor Variables; Intention; Motivation; Social Cognition; Adolescents; Foreign Countries; Social Environment; Behavior Theories; Social Theories; Social Behavior; Sexually Transmitted Diseases; At Risk Persons

Abstract:
We assessed the usefulness of the theory of planned behavior (TPB) and protection motivation theory (PMT) to predict intended condom use among 201 adolescents from Venda, South Africa. Results indicated that both the TPB and the PMT could significantly predict intended condom use, although the level of explained variance was limited. Hierarchical regression analysis indicated that there was considerable overlap between the TPB and the PMT in predicting condom use intention. In the regression analysis that used both the TPB and the PMT variables subjective norms and response efficacy were positively related to intended condom use. The results indicated that both the TPB and the PMT were valuable in explaining intended condom use among African adolescents. The TPB made clear that the social environment is an important contextual factor, whereas the PMT made clear that response efficacy is positively related to condom use intention. The results of this study indicated that social cognition models have some value in the analysis of condom use intention of African adolescents, but the role of other factors like myths about condoms should be further examined. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acquired Immune Deficiency Syndrome; Blacks; Children; Females; Health Promotion; Hispanic Americans; Illegal Drug Use; Public Health

Abstract:
This report is the fifth in a series detailing the impact of the injection-related AIDS epidemic on African Americans and Latinos. Ten chapters include: (1) "Health Emergency: The Spread of AIDS among African Americans Who Inject Drugs"; (2) "Health Emergency: The Spread of AIDS Among Latinos Who Inject Drugs"; (3) "A Neglected Opportunity: Drug Treatment as AIDS Prevention"; (4) "The Scientific Evidence: Needle Exchange Programs Prevent HIV and Can Reduce Drug Use"; (5) "The Legality of Saving Lives"; (6) "Saving Lives and Saving Billions of Health Care Dollars"; (7) "Health Emergency: African American and Latina Women and Their Children"; (8) "Hepatitis C: Sometimes Deadly Disease Where Sterile Needles Can Save Lives and Dollars"; (9) "Medical Treatment for AIDS is AIDS Prevention: African Americans and Latinos are Disadvantaged"; and (10) "What Must Be Done." The report indicates that over 165,000 African Americans and 76,000 Latinos were living with injection-related AIDS or had died from it by the end of 2001. Many thousands more were infected with HIV. The HIV/AIDS epidemic has affected African Americans and Latinos much more significantly than whites who inject drugs. Recommendations include permitting possession of sterile needles and permitting and funding needle exchange programs. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (631K)

Descriptors:
Academic Achievement; Acquired Immunodeficiency Syndrome; Adolescents; Afrocentrism; Blacks; Disabilities; Elementary Secondary Education; Help Seeking; Income; Parent Child Relationship; Public Housing; Public Policy; Quality of Life; Racial Differences; Severe Disabilities; Social Support Groups; Social Work; Vocational Rehabilitation; Wages; Welfare Reform

Abstract:
This book addresses physical, mental, and learning disabilities experienced across age, gender, and ethnic groups by the black race in the United States. After an introduction by Sheila D. Miller, the papers are: "A Study to Assess Patient Satisfaction of Transitioning from Medicaid to Managed Care by Sickle Cell Patients in Hampton Roads, Virginia" (Judy Anderson and Sheila D. Miller); "Help-Seeking and Risk-Taking Behavior among Black Street Youth: Implications for HIV/AIDS Prevention and Social Policy" (Cudore L. Snell); "Arthritis and the Role of the Physician in Nonmalignant Pain and Disability" (Carlton E. Miller); "The Context of Religiosity, Social Support and Health Locus of Control: Implications for the Health-Related Quality of Life of African-American Hemodialysis Patients" (Claudie J. Thomas); "Motivated but Fearful: Welfare Reform, Disability, and Race" (Sandra Emmonds Crewe); "Predicting Weekly Earnings for Consumers with Severe Disabilities: Implications for Welfare Reform and Vocational Rehabilitation" (Ted M. Daniels and Elijah Mickel); "Foster Care Children with Disabilities" (Jacqueline Marie Smith); "Public Housing Accommodations for Individuals with Disabilities" (Samuel B. Little); "Addressing Students' Social and Emotional Needs: the Role of Mental Health Teams in Schools" (Norris M. Haynes); "Parent-Adolescent Interaction: Influence on the Academic Achievement of African American Adolescent Males" (Sherin A. Shearin); "The State of Mental Health Services for Children and Adolescents: An Examination of Programs, Practices, and Policies" (Annie Woodley Brown); "100% Access, Zero Health Disparities, and GIS: An Improved Methodology for Designating Health Professions Shortage Areas" (Paul D. Juarez, Paul L. Robinson, and Patricia Matthews-Juarez); "A Study of the Influence of Protective Factors as a Resource to African American Males in Traditional Batterers' Interventions" (Norma Gray Jones); "African Centered Family Healing: An Alternative Paradigm" (Elijah Mickel); "A Model Program for African American Children in the Foster Care System" (Aminifu R. Harvey, Georgette K. Loughney, and Janae Moore); "Missed Opportunity and Unlimited Possibilities: Teaching Disability Content in Schools of Social Work" (Ruby M. Gourdine and Tiffany Saunders). (Papers contain references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acquired Immune Deficiency Syndrome; Blacks; Cultural Differences; Federal Government; Foreign Countries; Gender Issues; Health Promotion; Public Health; Public Policy; Socioeconomic Status

Abstract:
Both African states and African American communities can benefit from a new communication framework that the United Nations Global AIDS Program and the Pennsylvania State University developed to combat the HIV/AIDS pandemic. The framework contains five universal values recommended for AIDS intervention programs worldwide (government policies, socioeconomic status, culture, gender issues, and spirituality). (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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