Damazo T. Kadengye
2 Publications in AERD
Author Publications
Export PDFEncouraging social innovation for combating poverty: master’s students’ gendered experiences with a service-learning intervention in Kenya and Uganda
By Hesborn Wao
Purpose: This study aims to understand master’s students’ experiences of service-learning, following their participation in a workshop with local social innovators whose activities had contributed to combating poverty in East Africa and to determine how this participation affected work on the students’ theses. The authors also explored possible gender differences in this context. Design/methodology/approach: The study was based on pretest–posttest mixed methods research design. Data were collected from master’s students within the social sciences and science, technology, engineering and mathematics (STEM) disciplines, respectively, in Kenya and Uganda, via surveys and interviews before the workshop, immediately afterwards and six months later. Findings: Students’ immediate experience was that the workshop contributed to increased critical awareness, adoption of transdisciplinary community-serving approaches and strengthened self-confidence. Six months later, most had related their projects to social problems (e.g. poverty) in their communities. Moreover, the results motivated integration of gender-sensitive curricula based on service-learning in East Africa. Practical implications: Based on the results, the authors suggest a framework for gender-sensitive curriculum development that can stimulate service-learning in master’s students. Implementation of such a curriculum could eventually contribute to community development, including, e.g. poverty reduction. Originality/value: Studies on service-learning are rare in Africa, especially in postgraduate education. Gender-sensitive studies on service-learning are generally scarce and the same holds for studies on encouraging STEM students to integrate social innovation into their thesis work. By combining these aspects, this study presents an original contribution to existing research. © 2022, Hesborn Wao, Clement Oduor Otendo, Jackline Syonguvi, Petronilla Muriithi, Damazo T. Kadengye and Eva M. Brodin.
Social intolerance, risky sexual behaviors and their association with HIV knowledge among Ugandan adults: results from a national survey
By Damazo T. Kadengye
Understanding the link between HIV knowledge, risky sexual behaviors, and social intolerance such as stigma and discrimination is important for HIV prevention and treatment program planning. We investigated whether intolerant attitudes and practices among Ugandan adults were associated with HIV-transmission knowledge. We analyzed data from a nationally representative population-based household survey, the 2011 Uganda AIDS Indicator Survey. A total of 15,526 participants who responded to questions on HIV knowledge, social intolerance and risky sexual behavior were included in this analysis. Results show that 34.8% of respondents reported having fear of casual contact with people living with HIV (PLWA), 21% blame PLWAs for their disease, 62% would not want HIV infection in their family disclosed, while 25% reported engaging in risky sexual behaviors. After adjusting for age, sex, residence, and level of education, people with low HIV-transmission knowledge had almost three-fold higher odds of fear of casual contact with a PLWA (aOR = 2.70, 95%CI = 2.33–3.13), and had 30% higher odds of HIV-related stigmatizing attitudes (aOR = 1.29, 95%CI = 1.07–1.54). Further, they had 47% higher odds of having sex under the influence of alcohol (aOR = 1.47, 95%CI = 1.25–1.73) and 40% higher odds of having unprotected sex with any of their last three sex partners (aOR = 1.39, 95%CI = 1.06–1.89). Our findings show that intolerant attitudes such as stigma still persist, particularly among people with low HIV-transmission knowledge. Improving knowledge about HIV/AIDS can foster positive attitudes and building safe practices among populations, and is critical for improving prevention and treatment programs. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
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