Lower Income African American Women and HIV/AIDS: The Effect of Contexts on Identity Incorporation

The purpose of this study was to explore how contexts affect the incorporation of the HIV/AIDS identity into the self for lower income African American women. Eleven in-depth interviews were conducted. Situational factors predisposed women to contracting HIV/AIDS and delayed the turning point from their initial emotional reaction. Support from family and friends helped the integration process whereas stigma delayed integration. Race and class negatively affected some women‘s experience of living with HIV/AIDS. These findings have implications for health educators

The Perceived Effect of Time on HIV/AIDS Identity Incorporation

Individuals experience disease in a variety of contexts. In this study, I examined how the temporal context (e.g., historical time, social time, chronological age and the passage of time) affected the incorporation of the HIV/AIDS identity into the self. I used semi structured interviews to collect data from 36 individuals living with HIV/AIDS. Historical time did little to influence the initial reaction to the diagnosis. Chronological age shaped the initial reaction to the diagnosis for some participants. Social time affected immersion in the HIV/AIDS community and the passage of time influenced the integration of the HIV/AIDS identity into the self. The findings add depth to extant studies on the incorporation of the HIV/AIDS identity into the self

Narrative Analysis: Uncovering the Truth of Stories

The use of narratives as a data source has come under scrutiny (Phillips,1994, 1997). The purpose of this session will be to discuss truth as it relates to narratives and to demonstrate methods of narrative analysis using data from a study concerning identity formation in HIV-positive adults

“It Made Me a More Self-Directed Learner”: The Non-Formal, Informal and Transformative Learning of People Living with HIV/AIDS

The nature of learning for those living with HIV/AIDS was explored. Learning occurred in non-formal settings. Informal learning occurred including self-directed, incidental and tacit learning. Prior learning affected current learning. The transformative learning that happened confirmed previous studies’ findings. Findings have implications for HIV/AIDS educators

“We’re all in this together, aren’t we?”: The Role of “The Group” in HIV positive Adults’ Identity Incorporation and Learning

Using data collected from the same individuals at three points in time, this qualitative study examined the role of the group in the identity incorporation and learning processes of HIV-positive adults. Members claimed HIV/AIDS as a social identity. Issues of positionality affected membership perception. Group membership enhanced transformational learning

HIV/AIDS Identity Incorporation and the Temporal Context

The purpose of this study was to examine how the temporal context affected the incorporation of the HIV/AIDS identity into the self. In-depth interviews were conducted with 36 individuals living with HIV/AIDS. Chronological age shaped the initial reaction to the diagnosis whereas historical time did not. Social time affected immersion in the HIV/AIDS community and the passage of time influenced the integration of the HIV/AIDS identity into the self. These findings have implications for health educators

The Incorporation of HIV/AIDS into Identity over Time: Transformational Tales

Using data collected from the same individuals at three points in time, this qualitative study explored the incorporation process of HIV/AIDS into identity. In addition, the nature of learning that occurred was investigated. A six-component incorporation process emerged. Transformative learning occurred and new meaning schemes were uncovered

I Heard He Got the Package : African American Men\u27s Experiences of Living with HIV/AIDS

The purpose of this study was to investigate the experiences of African American men living with HIV/AIDS. The questions guiding the study were: (a) How do African American men incorporate HIV/AIDS into their identities? and (b) How do contexts affect the incorporation process? Data from this study was taken from a larger study concerning HIV/AIDS identity incorporation. Twelve self-identified African American men living with HIV/AIDS participated in 1.5-2 hour in-depth interviews. Participants traversed through a four or five step incorporation process. In addition, a disclosure process occurred. The contexts that influenced the incorporation process included the interpersonal context (e.g., support and stigma), sociocultural context, (e.g., race, class, sexual orientation), the temporal context (historical time), and situational context (e.g., a personal history of chemical dependency) (Ickovics, Thayaparan, & Ethier, 2001). These contexts intersected and affected participants’ integration of the HIV/AIDS identity into the self. Study findings have implications for HIV/AIDS educators and health professional

“I am one dedicated person working for freedom”: Septima P. Clark’s Contributions to Social Justice Adult Education at Highlander Folk School

This paper unearths Septima P. Clark’s contributions to adult education efforts at Highlander Folk School. Autobiographical texts and archival holdings were analyzed through a critical, feminist lens to determine her contributions. In addition, the adult education strategies she utilized in her work were examined using a Freireian framework

Community Engagement in Climate Change: Models of Culturally Appropriate Citizen Science: Theorizing From the Literature

Climate change is increasingly affecting people in rural and indigenous communities. This paper explores opportunities for adult educators to develop and support community programs related to environmental change and preservation