title: The role of academic discipline and gender in high school teachers' AIDS-related knowledge and attitudes.
abstract: 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.
authors.affiliation: Psychology Department, Worcester State College, 486 Chandler St., Worcester, MA 01602, USA. Idawson@worcester.edu
authors.forename: L J
authors.initials: LJ
authors.lastname: Dawson
authors.forename: M L
authors.initials: ML
authors.lastname: Chunis
authors.forename: D M
authors.initials: DM
authors.lastname: Smith
authors.forename: A A
authors.initials: AA
authors.lastname: Carboni
mesh_terms: D000163:Acquired Immunodeficiency Syndrome / Q000523:psychology; D000293:Adolescent; D005178:Faculty / Q000706:statistics & numerical data*; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D008404:Massachusetts; D012574:Schools; D012737:Sex Factors; D012944:Social Support