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The Politics of Planning Culturally Relevant AIDS Prevention Education for African-American WomenDepartment of Community Health and Preventive Medicine, Morehouse School of Medicine.
Department of Adult Education, the University of Georgia.
University of Georgia. The central purposes of the study were to determine: 1) the extent to which the programs of a community-based AIDS education provider were culturally relevant for African-American women, and 2) what organizational and social factors in the program planning process influence whether these programs are culturally relevant. Using the Cervero and Wilson theoretical framework, a qualitative case study of an AIDS community services agency was conducted using interviews with staff and board members, participant-observations of three programs, and analysis of agency documents. The study showed that, except for a one-hour segment of one program, the overall AIDS education efforts were not culturally relevant for African-American women. Three factors accounted for this lack of cultural relevancy: (a) the organizational image and financing were directed toward the interests of its white gay male leadership, (b) the internal interpretation of the agency's educational mission did not include a focus on African-American women, and (c) the organizational structure did not support substantive representation of the interests of African-American women in regard to programmatic decisions. It is concluded that power relations manifested themselves concretely through these factors in the social and organizational context, which by defining African-American learners as generic entities, produced undifferentiated educational programs.
Adult Education Quarterly, Vol. 49, No. 4,
163-175 (1999) This article has been cited by other articles:
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