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The Role of Academic Discipline and Gender in High School Teachers' AIDS‐Related Knowledge and Attitudes
Author(s) -
Dawson Lori J.,
Chunis Michelle L.,
Smith Danielle M.,
Carboni Anthony A.
Publication year - 2001
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.2001.tb06480.x
Subject(s) - human immunodeficiency virus (hiv) , psychology , scale (ratio) , health educators , knowledge level , medical education , school teachers , discipline , medicine , health education , pedagogy , mathematics education , family medicine , nursing , public health , sociology , physics , quantum mechanics , social science
Adolescents represent the fastest growing segment of HIV+ individuals in the United States. Therefore, high school teachers should be both knowledgeable of and comfortable with issues related to HIV/AIDS. This study examined high school teachers' AIDS‐related knowledge and attitudes. One hundred forty‐one high school teachers from nine central Massachusetts high schools participated. Participants completed the “HIV/AIDS Knowledge and Attitudes Scales for Teachers,” as well as questions regarding their teaching experience and academic disciplines. Results indicated a direct relationship between teachers' knowledge of HIV/AIDS and positive or supportive attitudes toward HIV/AIDS. Significant differences were found based on academic discipline, with allied health teachers scoring significantly higher on the knowledge scale than teachers in any other discipline. Specific examples are discussed, as is the need for increased teacher training and comprehensive AIDS education.