Tamara R. Buckley, Ph.D., Principal Investigator
HIV PREVENTION AMONG COLLEGE-GOING WOMEN IN A
MINORITY SERVING INSTITUTION
Specific Aims
Although the literature suggests that Black women report higher levels of selfesteem than do women from other racial groups (Ziegler-Hill, 2007), and thus may have
more favorable attitudes toward themselves (Rosenberg, 1965, p. 15), that self-esteem
advantage has not translated into lower rates of HIV/AIDS, even though self-esteem has
been identified as protective of HIV risk in other US racial groups (Hollar & Snizek,
1996; Keeling, 1991).
US Black women ages 18 to 29 are infected with HIV in numbers
disproportionate to their percentage of the national population (DiClemente et al., 2008;
Hall, Song Rhodes, et al, 2008; Jarama, Belgrave, Bradford, Young, & Honnold, 2007;
O’Leary, Jemmott & Jemmott III, 2008; Wyatt, Williams, Myers, 2008); the Centers for
Disease Control and Prevention (CDC) reports that they account for 66% of new HIV
infections among women while comprising 12% of the female population (CDC
Morbidity and Mortality Weekly Report, 2007) and that their rates of diagnosis are 20
times those of white women (CDC and Prevention, 2005). Researchers (see exceptions,
Jarama, Belgrave, Bradford, Young, & Honnold, 2007) have remained largely silent
about self and group identity as an explanation for racial disparities in HIV-related
attitudes and behaviors (Williams, Spencer, & Jackson, 1999), although a growing
number of largely ethnic minority researchers assert that the heterogeneity of race and
gender continue to be missing factors in HIV research that may impact women’s HIV
risks (Amaro & Raj 2000; Bowleg, Belgrave, & Reisen, 2000; Wingood & DiClemente,
2006; Wyatt, Williams, Myers, 2008). The goal of the proposed pilot study, therefore, is to
take a developmental approach that examines the complexity of young Black women’s
racial and gender identity (i.e., attitudes, beliefs, and values). We assert that young Black
women’s racial and gender identity may inform their self-esteem and how that is enacted
in sexual narratives, and, therefore, their HIV risk related behaviors.
To explore presumptive vs. objectively measured knowledge and social vs.
private self-report, the proposed 24-month study will use a mixed method design.
Specifically,

Two semi-structured 1.5 hour interviews will be conducted within a 10day period of 15 young Black women ages 18-29, with unidentified HIV
status, recruited from an urban, minority-serving college in New York
City that explore how racial identity, gender roles, and self esteem
intersect with their sexual narratives and HIV knowledge and behaviors.
The time lag between interviews allows participants time to reflect on their attitudes and
behaviors and possibly deepen their responses in the second interview.


After the completion of the second interview and informed by its results,
quantitative measures of racial identity, gender identity, self-esteem, HIV
knowledge and behaviors will be administered to the original group of 15
women (group 1) and to a separate larger group of 30 young Black women
(group 2).
The ultimate goal of the study is to generate knowledge about young
Black women’s identity development (i.e., their attitudes, beliefs, and
cultural values) regarding race and gender that may influence their selfesteem, sexual narratives and HIV-related behaviors. Results will be used
to develop an intervention for HIV prevention among young Black
women.
Background and Significance
Black women at risk. Almost 20 years ago, epidemiologic studies identified
young Black women’s increased vulnerability to be infected by HIV (Wingood &
DiClemente, 2006). Nearly two decades later, approximately 66% of HIV/AIDS cases in
US women are among African Americans (CDC Morbidity and Mortality Weekly
Report, 2004). Researchers (e.g., Hortensia & Raj, 2000; Reid, 2000; Wingood &
DiClemente, 2006; Wyatt, 2005) suggest taking a comprehensive approach to women and
HIV prevention by recognizing the diversity of Black women’s race and gender. Racial
identity and gender-role schema both group individuals into distinct categories or statuses
and each category has implications for a person’s attitudes, thoughts, and behaviors.
Many current approaches do not account for the heterogeneity that exists among young
Black women on both race and gender dimensions, nor have they targeted college
populations.
Black college women at risk. The majority of HIV research focuses on
prevention for high-risk minority women and men who have sex with men, while largely
ignoring young black college women as a risk group although they engage in behaviors
that place them at risk for contracting HIV (Alleyne, 2009).A mini HIV epidemic in
North Carolina colleges (Hightow et al., 2004) and anecdotal data gathered from the PI’s
classroom experiences suggests that college-educated persons may be at high risks for
HIV and STIs, although they are often perceived to have the cognitive and affect
regulation skills to lower their risks. Other research suggests that African American
college women, compared to women from other racial groups, may be at greater risks for
STIs and HIV based on their social networks (Randolph, Toress, Gore-Felton, Lloyd, &
McGarvey, 2009). It is possible that Black women in college are more likely to view the
epidemic as distal rather than proximal (Colleague, personal communication, August 18,
2009), particularly since for many the face of AIDS continues to be associated with gay
men.
Rationale for approach. There is an insufficient volume of theory-driven
research aimed at HIV prevention among Black college women that utilizes a mixedmethod design. In this pilot study we integrate theoretical approaches (i.e., racial identity
theory and gender-schema theory) from the psychological literature to address a public
health problem, conduct semi-structured interviews, and gather data from validated
quantitative measures, to generate in-depth knowledge about this understudied group.
Theoretical Approaches. Racial identity will be examined using Helms’ Black
racial identity theory, which deconstructs the usual monolithic treatment of race by
examining within racial group differences in attitudes, thoughts, and beliefs. Research has
found that Black persons in early stages of racial identity tend to have negative feelings
about their group, whereas those in higher stages have higher self-esteem (Buckley &
Carter, 2005; Helms & Cook, 1999) and higher elf efficacy that may have implications
for negotiating safer sex practices.
Bem’s gender-schema theory (1983) will be used to explore the complexity of
gender. The theory proposes that males and females employ a variety of responses to
societally prescribed gender norms, with some adopting traditionally defined “feminine”
roles (e.g., nurturing) and others choosing traditionally defined “masculine” roles (e.g.,
instrumental). HIV researchers (e.g., Bowleg, Belgrave, & Reisen) found that both
expressive and instrumental gender roles are associated with direct power strategies that
may impact sexual practices.
Significance. The college period represents a teachable moment for HIV
prevention among black women since approximately 75% to 90% of all college students
are sexually active (Dalton, Donald, & Ratliff-Crain, 1999; LaBrie, Earleywine,
Schiffman, Pedersen, &Marriot, 2005) and recent studies have found college social
networks to be a source of increased risks for STIs and HIV among this group (Alleyne,
2009; Hightow et al., 2004; Randolph, Toress, Gore-Felton, Lloyd, & McGarvey, 2009).
Preliminary Studies
Tamara Buckley, Ph.D., Associate Professor, Hunter College and Doctoral
Faculty in Social-Personality Psychology at the Graduate Center, PI, received the
Carolyn Payton Early Career Psychology Award, American Psychological Association,
Division 35, Psychology of Black Women, for her research on the impact of racial
identity and gender identity on young Black women’s self-esteem (Buckley & Carter,
2005). She has also published work on racial and gender identity among adult biracial
women (Buckley & Carter, 2004) and a multiracial sample of men (Carter, Williams,
Juby, & Buckley, 2005). Dr. Buckley has received a National Institutes of Health, Health
Disparities Research Loan Repayment Program (Award No. L60MD000331-01) and
eight grants from the City University of New York Research Foundation for her work on
Black adolescents’ identity and mental health, funding which has led to three peerreviewed publications (e.g. Buckley & Carter, 2005; Buckley & Carter, 2004) and three
national conference presentations. The current pilot study represents a transition for Dr.
Buckley in applying her expertise in gender and racial identity to HIV risk.
Dr. Buckley’s research also includes work on cultural competency among mental
health professionals. She was recently (2007-2008) a Visiting Scholar at the Russell Sage
Foundation, where she worked on a conceptual model of cultural competency and a
mixed-method empirical study of child welfare workers engagement of race and culture
in their practice.
The work cited below demonstrates Dr. Buckley’s ability to recruit for and
execute funded projects and her expertise in racial and gender identity.
In 2001, Dr. Buckley designed a quantitative study analyzing the impact of Black
adolescent girls’ racial and gender identity on their self-esteem, partially funded by
Professional Staff Congress, City University of New York (PSC/CUNY), for which she
recruited 200 NYC Black adolescent females and conducted all statistical analyses. In
2000, she designed and conducted a content analysis to understand young biracial
women’s identity development (Buckley & Carter, 2004; add other citation). Her current
qualitative research focuses on cultural competency in child welfare practice and utilizes
Atlas.ti software for data analyses (Foldy & Buckley, 2009). For this and other research,
identity development has been significantly associated with psychological and health
outcomes (Benkert, Hollie, Nordstrom, Wickson, & Bins-Emerick, 2009;Buckley &
Carter, 2005; Kessler, 2009). In a sample of Black MSM, an anti-white racial identity and
low psychological well-being were associated with unsafe sex practices (Kessler, 2009).
Among Black adults, racial identity was associated with mistrust of the health care
system but high levels of trust and satisfaction with nurse practitioners (Benkert, Hollie,
Nordstrom, Wickson, & Bins-Emerick, 2009). In two-spirit American Indians/Alaska
Natives, a positive integration between self and group identity regarding ethnicity, race,
and culture (i.e., Actualization) was protective against physical pain and impairment and
poor self-rated health (Chae & Walters, 2009)
In addition, Dr. Buckley works with young Black women through three minorityserving organizations: Hunter College, CUNY (Associate Professor), Harlem Educational
Activities Fund (Advisory Board Member), and Sponsors for Educational Opportunity
(Volunteer). Moreover, she has had a research team since joining Hunter and actively
trains and mentors graduate students of color in all aspects of research. For this pilot
study, Dr. Buckley will hire two research assistants from the doctoral program in SocialPersonality Psychology at the Graduate Center who have conducted qualitative research.
Research Design
Project Description & Timeline
Respondents (n = 45) will be recruited through the Hunter College, CUNY,
School of Education (SOE) subject pool, which reaches approximately 600
undergraduate and graduate students who are required to complete up to two research
credits in order to graduate. If additional respondents are needed, the PI will draw on
established relationships in the Department of Psychology to gain access to the
Psychology subject pool. Hunter College is a minority-serving institution noted for its
diversity regarding race, ethnicity, county of origin, and socio-economic status. In the
School of Education, the graduate enrollment by race includes: 52% White, 11.1%;
Black; 20.6% Hispanic; 11.2% Asian/Pacific Islander; .4% American Indian/Native
Alaskan; and 4.3% other. Undergraduate enrollment by race in the SOE includes: 50.2%
White; 14.5% Black; 18.1% Hispanic; 13.1% Asian/Pacific Islander; 0.2% American
Indian/Native Alaskan; and 3.9% other.
The screening criteria for the study are as follows: Participants must, a) be
between the ages of 18-29, b) self identify as female, c) self identify as Black, African
American, African, Caribbean American, or biracial (black and another racial group), d)
be currently enrolled students in courses at Hunter College, City University of New York,
e) be currently sexually active or have been in the last 12 months. Applicants will initially
be screened by the computer kiosk. The PI or an RA will verify that each respondent has
met the screening criteria when meeting them in person.
Respondents who meet the survey criteria must provide written consent for
interview and audio-taping as applicable indicating their agreement to participate before
being enrolled in the study. Consented respondents will be randomly assigned to either
group 1 or group 2. Group 1 respondents (n = 15) will be asked to complete two 1.5 hour
face-to-face semi-structured interviews, conducted within a ten day period, and six
validated, paper and pencil, self-report measures. Group 2 respondents (n = 30) will be
asked to complete six quantitative measures, only. Group 1 respondents who complete
both the qualitative and quantitative components of the study (n = 15) will be offered $40
for their participation. Group 2 respondents who complete the quantitative measures (n =
30), alone, will be offered $15 for their participation.
The study will be conducted in the Department of Educational Foundations at
Hunter College in the West Building, Room W1143, an office designated for research.
Data collected in this study will be in a locked file cabinet in the PIs office. Only the PI
will have access to the collected data and the original protocols of this study.
Data analysis. Will be completed in three distinct stages:
1) Qualitative Data Analysis: First, audio-taped qualitative data will be transcribed
into word processing files by a paid professional transcriber to be hired. Two RAs
to be hired and trained by the PI will cross-review transcriptions against the tapes
to ensure accuracy. The PI will randomly select 20% of the transcripts to review
against the audio-tape to ensure accuracy.
Interview 1 and Interview 2 together will be considered the unit of analysis.
Analysis will be conducted by the PI and the two RAs using Atlas.ti (cite), a
qualitative software package that provides a database for coding respondent
characteristics by enabling the coder to assign specific codes to text, track the
number of codes, and analyze inter-coder agreement.
• The PI and two RAs (team) will separately read all transcripts without
coding to familiarize themselves with the dataset.
• The team will use content analysis, in which key ideas, words, and phrases
are grouped based on their relation to the purpose of the study (Morgan,
1996) and to identify themes that accurately capture the data. The group
will use a consensus coding approach to generate the final codes for the
dataset. The goal is to generate themes that accurately capture
participants’ culturally informed sexual narratives.
2) Quantitative Data Analysis: The six scales will be measured to test the strength
of association among racial identity, gender identity, self-esteem, HIV
knowledge, and self-reported HIV behaviors. No predictive or causal statements
will be drawn because of the design and small sample size. Data from the selfreport measures will be entered into in SPSS and descriptive statistics will be
generated.
3) Comparison of Qualitative and Quantitative Data for Group 1: Results from the
quantitative analyses will be compared against the qualitative results to explore
presumptive vs. objectively measured knowledge and private vs. social selfreport. The quantitative data will also be mapped onto the qualitative data to
ascertain possible trends in the findings.
Projected Timeline:
Months 1 to 5:
Hunter College Institute Review Board (IRB) Approval
Hire Research Assistants
Months 6 to 10:
Recruit participants and collect data
Months 11 to 17:
Identify themes and code qualitative data
Code quantitative data and enter data
Months 18 to 24:
Months 25 to 36:
Prepare Written Report and Disseminate Findings
Prepare External Grant Applications