Intrapersonal and Interpersonal Correlates of Condom Use among Young Adults from Continuation High Schools

Background and Purpose: Youth from continuation high schools (CHS) exhibit riskier sexual behaviors than other high school youth, yet the associations between intrapersonal and interpersonal constructs and condom-using behavior are not fully understood within this population. It is unknown which of these variables may be more strongly associated with condom use. This study explored the effects of parentadolescent communication, perceived HIV susceptibility, condom use peer norms, and condom use selfefficacy on lifetime and recent condom use and the potential moderating effects by gender and Latino ethnicity. Methods: A non-experimental study was conducted with 111 CHS young adults in Southern California who previously participated in a substance abuse prevention intervention. Ordinal logistic regression models assessed the associations between each construct and condom use and included interaction terms by gender and Latino ethnicity. Results: Parent-adolescent communication during adolescence and within the past 6 months as well as peer norms that support condom use were significantly associated with lifetime and recent condom use. Perceived HIV risk and condom use selfefficacy showed no effect. Relationships were not moderated by gender or Latino ethnicity. Conclusion: Findings highlight the salutary influence of parents and peers on personal condom use. Future research should explore intrapersonal factors that may motivate consistent condom use.

Scholarship Girls Aren't the Only Chicanas Who Go to College: Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary

Drawing from extensive oral history interviews with five Chicana women, Malagon and Alvarez (re)conceptualize the way educational scholarship defines "high achieving."As attendees of California continuation high schools, all five women defy societal expectations by moving from these alternative educational spaces to community colleges, then transferring into four-year universities and going on to enroll in graduate programs. The article highlights the resistance strategies these young women employ through their critique of social oppression, with the authors using critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to make sense of the women's narratives and their journeys through the educational pipeline.

An Evaluation of the Fidelity of Implementation of a School-Based Drug Abuse Prevention Program: Project toward No Drug Abuse (TND)

This article provides an implementation fidelity evaluation of the fourth experimental trial of Project Towards No Drug Abuse (TND). Two theoretical content components of the curriculum were examined to increase our understanding of the active ingredients of successful drug abuse prevention programs. A total of 18 senior high schools were randomly assigned by block to receive one of three conditions: cognitive perception information curriculum, cognitive perception information + behavioral skills curriculum, or standard care (control). These curricula were delivered to both regular and continuation high schools students ( n = 2331) by trained project health educators and regular classroom teachers. Across all program schools, the two different curricula were implemented as intended, were received favorably by students, and showed significant improvements in knowledge specific to the theoretical content being delivered. This pattern of results suggests that the experimental manipulations worked as intended, and thus, permit the attribution of future behavioral outcome differences between conditions to differences in content of Project TND material provided rather than to differences in the fidelity of delivery. Further, our findings indicate that Project TND can be implemented effectively with low and high risk youth in a general environment as well as with high risk youth in a more specialized environment.