Demographics and basic behavioural characteristics of sexually active students in rural KwaZulu-Natal, South Africa.

<p>Demographics and basic behavioural characteristics of sexually active students in rural KwaZulu-Natal, South Africa.</p

Univariate and multivariate analysis of factors associated with SARU vs SARS profiles amongst learners in rural KwaZulu-Natal, South Africa^@.

<p>Univariate and multivariate analysis of factors associated with SARU vs SARS profiles amongst learners in rural KwaZulu-Natal, South Africa<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0195107#t002fn001" target="_blank">^@</a>.</p

Key Demographic information of the participants.

Traditional gender and social norms reinforce asymmetrical power relations, increase the risk of experiencing gender-based violence and mediate poor engagement with sexual and reproductive health services. This study explored gender norms and expectations amongst cisgender adolescents in rural KwaZulu-Natal, South Africa. A purposive sample of 29 adolescents aged 16–19 years old were enrolled as part of a longitudinal qualitative study. The current analysis reports on the first round of in-depth interviews, which focused on the role of men and women in their community. A theoretically informed thematic analysis identified three broad themes: 1) Adolescent interpretation and understanding of gender identity, 2) Gendered essentialism and Gender roles (two sub-themes: Young men: Power through providing, and Young women: The domestication process which highlighted that gender roles were defined by being the provider for men, and the successful fulfilment of traditional domestic behaviours amongst women), 3) Gender and fertility highlighted how participants highly valued fertility as affirming of manhood/womanhood. These norms reinforce gender roles that maintain asymmetrical power relations, carrying them over into adulthood. The subtle social pressure to prove fertility could have unintended consequences for driving teenage pregnancy. Structural, gender-based interventions emphasising positive gender-role development in early childhood are needed.</div

Qualitative data collection guides for interviews.

Qualitative data collection guides for interviews.</p

Outline of major themes identified during analysis.

Outline of major themes identified during analysis.</p

VMMCs performed by the CAPRISA VMMC program between March 2011 and February 2013.

<p>VMMCs performed by the CAPRISA clinic per month shown. No recruitment was undertaken in schools in November and December at the request of school officials to avoid disruption to examinations; recruitment was also not undertaken in the school holidays in January. Phase 1 of demand creation (community consultation) began in June 2010 and continued until April 2011. Phase 2 of demand creation (in-school information dissemination) was initiated from May 2011 to the end of February 2012. Phase 3 of demand creation (peer recruitment) began in March 2012 and continued until the February 2013.</p

Adverse Effects March 2012-February 2013.

<p>Post-operative adverse effects for the second year of the VMMC pilot are shown ranked by grade. No intra-operative adverse effects were recorded.</p

Proportion of males testing HIV positive in pre-VMMC HCT by age group.

<p>Proportion of males testing HIV positive in pre-VMMC HCT by age group.</p