This thesis examines the evolution of HIV/ AIDS education for women in metro- Vancouver. The research focuses on two questions, "What AIDS education programs for women currently exist in Vancouver?" and "How effective has AIDS prevention education for women been?" Since the reported incidence of HIV/ AIDS continues to rise, the latter question leads to a further issue, "Why have some women been excluded from the HIV/ AIDS discourse? I chose to investigate these issues from a socialist feminist perspective. This perspective, which focuses on women's position within the economy, society, and family, guided my analysis of information I gathered from a variety of sources. These included both primary and secondary sources, namely: brochures; magazines; newspapers; television reports; journals; books; presentations; and interviews. The findings of the research reveal that, at the onset, preventative educational strategies did not exist for metro-Vancouver women because the gendering of the AIDS epidemic rendered women invisible. Since subsequent AIDS education focussed on "risk groups" rather than risk behaviors, many women who do not belong to a "risk group" still believe that they are not at risk. Consequently, gender appropriate strategies for AIDS prevention education need to be further developed. As well, these strategies are only one part of the solution. Belief systems, social scripting, and perceptions of one's self and others are the more challenging and difficult pieces to change, as are the underlying root causes of drug addiction and promiscuity.

This thesis examines the evolution of HIV/ AIDS education for women in metro- Vancouver. The research focuses on two questions, "What AIDS education programs for women currently exist in Vancouver?" and "How effective has AIDS prevention education for women been?" Since the reported incidence of HIV/ AIDS continues to rise, the latter question leads to a further issue, "Why have some women been excluded from the HIV/ AIDS discourse? I chose to investigate these issues from a socialist feminist perspective. This perspective, which focuses on women's position within the economy, society, and family, guided my analysis of information I gathered from a variety of sources. These included both primary and secondary sources, namely: brochures; magazines; newspapers; television reports; journals; books; presentations; and interviews. The findings of the research reveal that, at the onset, preventative educational strategies did not exist for metro-Vancouver women because the gendering of the AIDS epidemic rendered women invisible. Since subsequent AIDS education focussed on "risk groups" rather than risk behaviors, many women who do not belong to a "risk group" still believe that they are not at risk. Consequently, gender appropriate strategies for AIDS prevention education need to be further developed. As well, these strategies are only one part of the solution. Belief systems, social scripting, and perceptions of one's self and others are the more challenging and difficult pieces to change, as are the underlying root causes of drug addiction and promiscuity. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The following study is a phenomenological inquiry into five white, middle classwomen's experiences living with HIV and AIDS in British Columbia. The purpose, rather than describing AIDS as a medical phenomenon, is to document how being diagnosed HIV positive has affected the women's lives, health, relationships and livelihoods. A context for the women's stories is provided through a critical review of the biomedical model, as well as biomedical and community organizing perspectives on women and AIDS. Mostly verbatim accounts drawn from taped interviews conducted with the five women describes their lives with HIV and AIDS. Experiences surrounding their diagnosis, sources of information about their illness, strategies for coping, management of health, and management of personal and social identities are the themes explored. The women's participation, the role of the researcher, and the work produced are considered parts of an interactive process, demonstrating shared authority between the researcher and participants in the ethnographic process. Documentation of the women's experiences leads to a discussion of the ways in which they successfully manage and control their own health care and well being within the context of larger social forces of sexism, medical bias and stigma. The women are given the last word in the study. In conclusion, a review oftheir situations three years after their initial interviews contributes a significant emotional and descriptive time-depth to the study.

The following study is a phenomenological inquiry into five white, middle classwomen's experiences living with HIV and AIDS in British Columbia. The purpose, rather than describing AIDS as a medical phenomenon, is to document how being diagnosed HIV positive has affected the women's lives, health, relationships and livelihoods. A context for the women's stories is provided through a critical review of the biomedical model, as well as biomedical and community organizing perspectives on women and AIDS. Mostly verbatim accounts drawn from taped interviews conducted with the five women describes their lives with HIV and AIDS. Experiences surrounding their diagnosis, sources of information about their illness, strategies for coping, management of health, and management of personal and social identities are the themes explored. The women's participation, the role of the researcher, and the work produced are considered parts of an interactive process, demonstrating shared authority between the researcher and participants in the ethnographic process. Documentation of the women's experiences leads to a discussion of the ways in which they successfully manage and control their own health care and well being within the context of larger social forces of sexism, medical bias and stigma. The women are given the last word in the study. In conclusion, a review oftheir situations three years after their initial interviews contributes a significant emotional and descriptive time-depth to the study. / Arts, Faculty of / Sociology, Department of / Graduate