Export file:

Format

  • RIS(for EndNote,Reference Manager,ProCite)
  • BibTex
  • Text

Content

  • Citation Only
  • Citation and Abstract

Overburden, Stigma, and Perceived Agency: Teachers as HIV Prevention Educators in Urban Zambia

1. Health Science, Keene State College, Keene NH
2. School of Biological and Population Health Sciences, College of Public Health and Human Sciences, Oregon State University.

Sub-Saharan Africa is home to more than 70% of the global HIV-positive population. In Zambia, as well as in other parts of Africa, deaths from AIDS and associated infections have created a generation of households headed by children, a situation that negatively affects the chances for economic and health improvements in the region. In contemplating possible public health interventions around HIV prevention, we found that a growing body of research advocates for school-based HIV programs as an effective strategy to stop the spread of the disease. This work is critical because it explores schoolteachers’ perspectives on their potential roles as HIV prevention educators. Semi-structured interviews (n = 12) were conducted among schoolteachers in the Lusaka province of Zambia to collect qualitative data. Analysis of qualitative data revealed three broad and interconnected themes related to the roles and concerns of the participating teachers: 1) the role of overburden; 2) fear of stigma; and 3) perceived lack of agency. These themes are further discussed in the context of the results that focused on the teachers and the adoption of HIV education. Little is known about teachers’ perceptions of themselves as HIV educators. Our study suggests that understanding teachers’ perceptions and the contextual factors is crucial to the adoption of school-based HIV programs.
  Figure/Table
  Supplementary
  Article Metrics

References

1. Claeyé, F., & Jackson, T. (2011) Project delivery in HIV/AIDS and TB in Southern Africa: The cross-cultural management imperative. Journal of Health Organization and Management. 25(4): 469-86.

2. Government of the Republic of Zambia et a., Demographic Health Survey. 2007. Available from: http://dhsprogram.com/pubs/pdf/FR211.

3. Finger, B., Lapetina, M., & Pribila, M. (2002). Intervention strategies that work for youth: Summary of the FOCUS on young adults end of program report. Virginia: Family Health International.

4. Kaaya, S., Flisher, A., Mbwambo, J., Schaalma, H., Aaro, L., & Klepp, K. (2002a). A review of studies of sexual behaviour of school students in sub-Saharan Africa. Scandinavian Journal of Public Health, 30, 148-160.

5. Gordon, E.W., & Song, L.D. (1994). Variations in the experience of resilience. In M. C. Wang & E.W. Gordon (Eds.), Educational resilience in inner-city America (pp. 27-43). Hillsdale: Erlbaum.

6. de Walque Damien. (2009) How does the impact of an HIV/AIDS information campaign very with education attainment? Evidence from rural Uganda, Journal of Development Economics. 84 (2): 686-714.

7. Tijuana, Finger, Daileader, Ruland, & Savariaud (2004).

8. Brook, U. (1999). AIDS knowledge and attitudes of pupils attending urban high schools in Israel. Patient Education and Counseling, 36, 271-278.

9. Mkumba, S., & Edwards, J. (1992). Study into the attitudes, knowledge and behavior of students at higher institutions of learning. Paper presented at the 3rd Zambian AIDS NGO Conference, Lusaka, Zambia.

10. Mburu G., Hodgson I., Kalibala S., Haamujompa C., Cataldo F., Lowenthal E.D., Ross D. Adolescent HIV disclosure in Zambia: Barriers, facilitators and outcomes Journal of the International AIDS Society, Volume 17, 10 March 2014.

11. Fylkesnes, K., Brunborg, H., & Msiska, R. (1994). The socioeconomic impact of AIDS, Zambia: The current HIV/AIDS situation and future demographic impact. National AIDS/STD/TB/Leprosy Program, Ministry of Health.

12. Kelly, M.J. (1999). The impact of HIV/AIDS on schooling in Zambia. Paper presented at the Paper for Presentation at the 11th International Conference on AIDS and STDs in Africa (ICASA) Roundtable on the Social Impact of HIV/AIDS, Lusaka, Zambia

13. Kelly M. Planning for Education in the Context of HIV/AIDS. UNESCO; Paris: 2000. IIEP Fundamentals of Educational Planning, No. 66.

14. Lupton, D. (Ed.). (2000). The handbook of social studies in health and medicine. London: SAGE Publications Ltd.

15. Creswell, J.W. (2003). Research design: qualitative, quantitative and mixed method approaches. Thousand Oaks, CA: SAGE.

16. Bernard, H. R. (1995).Research methods in anthropology: Qualitative and quantitative approaches. Walnut Creek, CA: AltaMira

17. Dudwick, N., Kuehnast, K., Nyhan, J., & Woolcock, M. (2006). Analyzing social capital in context: A guide to using qualitative methods and data. Washington, D.C.: World Bank Institute.

18. Glaser, B.G., & Strauss, A.(1967).The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.

19. Riessman (1993). Narrative Analysis. Newbury Park, Ca: Sage.

20. Strauss & Corbin (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed). Thousand Oaks, CA; Sage

21. Dyk Van (2007). Occupational stress experienced by caregivers working in the HIV/AIDS field in South Africa. African Journal of AIDS Research, Volume 6 issue 1.

22. Schuster R., McMahon, D., and Young S. (2016). A comprehensive review of the barriers and promoters health workers experience in delivering prevention of vertical transmission of HIV services in sub-Saharan Africa.

23. Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. New York: Simon & Schuster Inc.

24. Kelly, M., & Bain, B. (2003). Education and HIV/AIDS in the Caribbean. Kingston, Ian Randle Publishers

25. Betancourt T.S., Rubin-Smith J.E., Beardslee W.R., Stulac S.N., Fayida I., Safren S. (2011). Understanding locally, culturally, and contextually relevant mental health problems among Rwandan children and adolescents affected by HIV/AIDS. AIDS Care, 24, 1-12

26. Kinsman, J., Nakiyingi J., Kamali, A., Carpenter, L., Quigley, M., Pool, R., Whitworth, J. (2001). Evaluation of a comprehensive school-based HIV. education program in Uganda. Health Education Research, 16, 85-100.

27. Pattman & Chege. (2003). Finding Our Voice: Gendered and Sexual Identities in HIV/AIDS Education (Nairobi, UNICEF ESARO).

28. Pence, A. (2013). Voices Less Heard. Handbook of Early Childhood Development Research and Its Impact on Global Policy. Oxford University Press.

Copyright Info: © 2016, Margaret Henning, et al., licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution Licese (http://creativecommons.org/licenses/by/4.0)

Download full text in PDF

Export Citation

Article outline

Show full outline
Copyright © AIMS Press All Rights Reserved