A Mixed-Methods Longitudinal Investigation of Mothers’ Disclosure of HIV to Their Children

Mothers living with HIV (MLH) must navigate disclosing their serostatus to their children, but the longitudinal impact on families remains unknown. This study examined HIV disclosure, parenting, parenting stress, and child adjustment among 174 MLH-child dyads (aged 6–14; 35% Latinx; 57% Black/African American). Quantitative data were collected over four waves spanning 15 months. Qualitative data were collected with 14 families in which disclosure had occurred. Latent change score modeling revealed that disclosure led to improvements in parenting stress, communication, and relationship quality. Disclosure did not predict child adjustment. Qualitative themes contextualized these findings, revealing stability and improvements in family functioning. MLH should be supported in disclosing their serostatus to their children to minimize parenting stress and bolster parenting skills.     

Making science special for pupils with learning difficulties

In this article Susan Gebbels and Stewart M. Evans from Newcastle University and Lynne A. Murphy who is a practising school teacher in north‐east England discuss how they worked collaboratively on a programme of science education with a group of 16 Key Stage 3 pupils with moderate learning difficulties. The project lasted for one academic year and was part of Creative Partnerships, the Government's flagship creative learning programme. The authors describe some of the challenges faced by teachers to cater for the needs of all pupils within an inclusive school setting. The programme of science education focused on local marine and coastal environments with a special emphasis on fieldwork, enquiry‐based learning and cross‐curricular approaches to learning. The project was evaluated through the use of questionnaires, pupil interviews and informal discussions with teaching staff. Evaluations of the programme were positive. Pupils were more motivated to learn about science, had a sense of pride in their achievements and claimed that participation in the project helped them in forming friendships. The class published and distributed an information booklet on the coast to other schools and the general public.     

Mediating Gender,Mediating Race: Women Writers in Colonial Algeria

Until recently women's roles in the French colonies received little or no attention although they, like men, played a significant part in the construction of the colonial identity. In colonial Algeria (1830–1962), gendered and racial structures were already in place when, after the civilian takeover in 1871, women emerged as players on the colonial scene. Women writers responded to colonial social structures in a number of ways. This article will explore the ambiguities and paradoxes of their situation in the colony and the ways in which they assumed the role of mediators of gender and race, to further their agendas.