Negative stereotypes examined through the HIV and AIDS discourse: qualitative findings from white young people in Johannesburg, South Africa

Abstract

Previous studies reporting perceptions of HIV and AIDS by white youth in South Africa suggest both explicit and implicit racial stereotypes and negative attitudes. This paper contributes to the literature on the discourse of racial stereotypes found in discussions about HIV and AIDS. The study was conducted in the suburb of Edenvale, north-east of Johannesburg, South Africa. Three focus group discussions were held with mixed-sex, white middle-class participants aged 16 to 24. Key findings show stereotypes related to cultural knowledge and group character of black youth. Participants spoke negatively of ignorance, illiteracy, traditionalism, backwardness and lack of civilisation among black youth. Black youth were negatively represented as relying on ancestors and traditional healers for guidance. Participants reasoned that black young males were sexually irresponsible and promiscuous, and were spreading HIV intentionally. Thus it is imperative that contemporary HIV prevention interventions in South Africa address and dispel stereotypes reproducing racist discourses. Keywords: adolescents, HIV, stereotypes, race, racism, youth, South Africa.Mzikazi Nduna is a lecturer in the Department of Psychology, University of the Witwatersrand, Johannesburg. She has research interests in sexual and reproductive health, gender and gender-based violence and psychological distress. She worked on the adaptation and evaluation of the Stepping Stones programme. She is currently visiting professor at the University of Alberta, Edmonton, Canada. Jacky Mendes is a Masters Research Psychology student in the Department of Psychology, University of the Witwatersrand. Jacky is interested in social determinants of health, HIV prevention, youth, gender and social discourses of intergroup relations. Jacky was a youth representative at the Psychological Association of South Africa in 2009. RésuméDes études antérieures sur les perceptions du VIH et du SIDA chez la jeunesse banche en Afrique du Sud suggèrent l' existence de stéréotypes raciaux explicites et implicites et des attitudes négatives. Cet article contribue à la littérature sur le discours des stéréotypes raciaux relevés dans les discussions à propos du VIH et le SIDA. L' étude a été menée dans la banlieue d'Edenvale, au nordest de Johannesburg, en Afrique du Sud. Trois groupes de discussion ont été formés avec des participants et participantes blancs issus de la classe moyenne et âgés de 16 à 24 ans. Les principales conclusions de ces échanges montrent l' existence de stéréotypes à propos du bagage culturel et du comportement de groupe de la jeunesse noire. Les participants ont évoqué de manière péjorative l'ignorance, l'analphabétisme, le traditionalisme, le retard et l'absence de civilisation des jeunes noirs. Ceux-ci sont dépeints négativement comme des personnes se fiant à des ancêtres et des guérisseurs traditionnels. Les participants sont parvenus à la conclusion que les jeunes hommes noirs étaient sexuellement irresponsables, de moeurs légères, et qu'ils étaient en t...

Racing risk, gendering responsibility: a qualitative study of how South African students talk about sexual risk and responsibility

“…These findings relate to studies involving high school youth and university students which focused on stereotyping through HIV discourse (Levine andRoss 2002, Nduna andMendes 2010). These studies found that White South Africans constructed Black South Africans in terms of negative stereotypes of group character and cultural knowledge.…”

“…This form of asymmetry has implications for how risk is perceived which in turn has an impact on protective behaviours (Skinner andMfecane 2004, Nduna andMendes 2010). Perceptions of invulnerability to risks of HIV, for example, redirect both responsibility and blame onto others (Finchilescu 2002).…”

“…The interviewers, a team of postgraduate students, were matched to these groups and interviews according to race and gender. Several authors comment on the value of gender and race segregation in research groups, and on the matching of interviewer and participant characteristics (race, gender and age) to build rapport and encourage openness (Breakwell 1995, Sikweyiya et al 2007, Nduna and Mendes 2010. In total, two Black female students, three White female students, one White male student, one Black male student and one Black male peri-urban participant were interviewed.…”

'How did a white girl get AIDS?' Shifting student perceptions on HIV-stigma and discrimination at a historically white South African university

“…These demographics are a near mirror to the student population of the whole campus which was (is) historically a White Afrikaner campus. Nduna and Mendes (2010) found evidence that remnants of apartheid thinking still influence the attitudes and behaviour of such cohorts.…”

“…These negative stereotypes by White student teachers must surely influence their willingness and (in)competence to address issues embedded in the LO syllabus which relate inter alia to HIV, gender, sexuality education, diversity and responsible citizenship. The lack of an intersectional perspective on HIV and AIDS will perpetuate false notions of vulnerability and subsequently place their learners at risk of infection (Nduna and Mendes 2010). Failure to disrupt such thinking will also perpetuate divisions in society, rather than work towards unity and equality, basic pillars on which the school curriculum is based.…”