Russia has a widespread injection drug use epidemic with high prevalence of HIV and HCV among people who inject drugs (PWID). We conducted a mixed methods study of young (age 18–26) hard drug users in St. Petersburg. Thirty-nine structured and 10 semi-structured interviews were conducted. No HIV cases and two HCV cases were detected among the PWID subsample (n=29). Amphetamine and other stimulants were common (70%), opioid use was rare and episodic. Consistent condom use was 10%. No PWID reported syringe-sharing, 51% reported other drug paraphernalia sharing. Most (89%) never or rarely communicated with older (30+) opiate users. A new cohort of drug users in St. Petersburg may have emerged, which is much safer in its injection practices compared to previous cohorts. However, risky sexual practices among this new cohort may expose them to the possibility of sexual transmission of HIV and widespread drug paraphernalia sharing to the HCV epidemic.

Background. Previous research shows that incorrect teacher expectations about students can affect students' academic success. Moreover, students' ethnicity was found to be one of the most influential characteristics affecting teacher expectations, which can be based on ethnic stereotypes. Most studies test this relationship by comparing teacher expectations of multiple ethnic groups; however, we propose here another perspective, assuming that the connection between ethnic stereotypes and expectations may be determined by the content of the stereotypes. Objective. This study examines the influence of students' ethnicity on teacher expectations and stereotypes, as well as the relationship of teacher expectations and stereotypes toward ethnic minority students, by including the stereotype content model in the analysis. Design. Thirty-four primary school teachers participated in the experiment in which they analyzed six fictional profiles of students, two of which were experimental. The experimental profiles contained identical information (annual school grade, a teacher testimonial, gender), but differed in names of the students and their parents, and in their migration background. Thus, we manipulated only the information related to ethnicity and migration history of two students. Results. Teacher expectations about the performance of minority students were always unfavorable compared with expectations about the performance of the majority students, but their expectations about the abilities of minority and majority students, which include teachers' beliefs about students' educational skills, attitudes and motivation, and capacity for school work, were mixed. We also discovered that the teacher expectations were positively related to perceptions of competence and not to perceptions of warmth. However, the minority student was evaluated by teachers as just as warm and competent as the majority. The influence of student ethnicity on teacher expectations… 107 Conclusion. This study shows the relevance of the problem of correct expectations of teachers toward students with different ethnic backgrounds. In contrast to the teachers' perceptions of the warmth and competence of students, information about the ethnicity of the child influences their expectations. Meanwhile the teachers' expectations are differently related to the various components of their stereotypes. The results raise a question about the definition and operationalization of teachers' expectations.

This study examines the influence of ethnicity on stereotypes and expectations of teachers, as well as the relationship of teacher expectations and stereotypes in relation to ethnic minority students by including the stereotype content model in the analysis. 34 primary school teachers participated in the experiment in which they analyzed six personal profiles of students, two of which were experimental. Experimental profiles contained identical information (annual school grade, testimonial, sex), but differed in names of the students and their parents and additionally in migration background. Thus, we manipulated only information related to ethnicity and migration history of two students. This allowed us to create a typical image of one and a half generation migrant child, who moved to St. Petersburg from Central Asia. Teacher expectations about the performance of the minority student were always unfavorable compared with the expectations about the performance of the majority student but expectations about the abilities of minority and majority students, which include teacher beliefs about students' educational skills, attitudes and motivation, capacity for work in school class, were mixed. We also discovered that the expectations of teachers positively related to the perceptions of competence and were not related to the perceptions of warmth. However, the minority student was evaluated by teachers as warm and competent as the majority. This study shows the relevance of the problem of correct expectations of teachers in relation to students with different ethnic backgrounds. JEL Classification: I29.

Most qualitative research to date on HIV self-testing (HIVST) has been devoted to questions related to perceptions of HIVST among various groups of men who have sex with men (MSM) in different countries. However, little is known about HIV testing patterns of HIVST testers. Thrity-two Russian MSM, 10 with HIV and 22 without, from five cities were interviewed about their HIV testing and risk behaviors. Five types of testers "maintenance testers," "risk-based testers," "convenience testers," "test avoiders," and "HIVST-only testers" were identified in the study. Three dimensions of HIV testing patterns-testing motive, frequency, and mode-were proposed to improve existing typifications. Almost all informants practiced condomless sex with their primary partners; HIV testing or condom negotiation in primary partnerships before proceeding to condomless sex was rare. Increase in HIVST availability at no cost for MSM and targeted prevention efforts for MSM on both individual and dyadic level are urgently needed.