Ann Neville Miller

Factors Leading to Self-Disclosure of a Positive HIV Diagnosis in Nairobi, Kenya People Living With HIV/AIDS in the Sub-Sahara

Understanding why, how, and to whom people living with HIV/AIDS disclose their diagnosis to others is a critical issue for HIV prevention and care efforts, but previous investigations of those issues in sub-Saharan Africa have been limited to one or two questions included in quantitative studies of social support or stigma. Instruments and findings on serostatus disclosure based on U.S. populations are likely to be at best only partially relevant because of Africas primarily heterosexual transmission vectors and highly communalistic social structures. This qualitative analysis of two male and two female focus groups comprised of persons living with HIV/AIDS (PLWHAs) in Nairobi, Kenya, revealed several HIVstatus disclosure patterns that appear distinctive to Africa. These include (a) intermediaries as vehicles for disclosure to family, (b) indirectness as a communication strategy, and (c) church pastors as common targets for disclosure.

A Cross-Cultural Study of Immediacy, Credibility, and Learning in the U.S. and Kenya

Extensive research has documented the positive relationships between teacher immediacy and student perceptions of learning and teacher credibility. However, the vast majority of this research has been limited to samples of students in the U.S. The present study involves a cross-cultural study of immediacy, with samples of students drawn from a university in the U.S. and a university in Kenya. Students completed measures of verbal and nonverbal immediacy, teacher credibility, and cognitive learning. Positive relationships were identified between verbal immediacy, nonverbal immediacy, credibility, and cognitive learning for both samples, further supporting research done in the U.S. and elsewhere suggesting that higher immediacy teachers are perceived as being more effective and credible.

Communicating to Develop White Racial Identity in an Interracial Communication Class

The study examines the dilemmas communicated by White students as they addressed issues of whiteness raised in an undergraduate interracial communication course. Data included semester-long in-class observation, three focus groups of White students from the class, and student documents. Communication patterns associated with dealing with White privilege, defining an antiracist lifestyle, and becoming comfortable with communicating about race were identified. Reasons for and response to white student silence in diversity-related courses are discussed.

Motivations and Methods for Self-disclosure of HIV Seropositivity in Nairobi, Kenya

This study employed structured interviews with 307 people living with HIV (PLHIVs) in Nairobi, Kenya to investigate their serostatus disclosure with respect to four types of relationships in their lives: partners, friends, family members, and religious leaders/clergy. Regarding motivations for disclosure, it was found that a sense of duty and seeking material support motivated disclosure to family and partners, fear of loss of confidentiality inhibited disclosure to friends, and the need for advice encouraged disclosure to religious leaders. The method of disclosure most frequently mentioned was direct, with males less likely than females to use direct methods when disclosing to spouses or partners. Intermediated disclosure was common in partner/spouse relationships with around one-third of partners preferring to disclose through a third party. Methods used to disclose as well as reasons for doing so varied by relationship type.

The Relationship of Instructor Self-Disclosure, Nonverbal Immediacy, and Credibility to Student Incivility in the College Classroom

In this study, we examined the potential mediating role of instructor credibility in the relationship of instructor self-disclosure and nonverbal immediacy to student incivility in the college classroom. Four hundred thirty-eight students completed online questionnaires regarding the instructor of the class they attended prior to the one in which the study was administered. Dimensions of instructor credibility mediated the relationship of instructor self-disclosure valence, instructor disclosure relevance, and nonverbal immediacy, with student incivility. In addition, the dimension of competence mediated the relationship of instructor communicative behaviors with the other two dimensions of credibility. The amount of instructor self-disclosure was not related to the outcome variables.

Still the Dark Continent: A Content Analysis of Research About Africa and by African Scholars in 18 Major Communication-Related Journals

Research about African communication and studies by African-affiliated authors remain scarce in the field of communication. To establish a comprehensive picture of the state of scholarship, 5,228 articles published in 18 top communication journals between 2004 and 2010 were reviewed. Articles were coded for topic nation, author affiliation, article type, category of communication studied, and research method. Thirty-nine Africa-focused articles including 25 authored by researchers from African institutions were found. Over half addressed health communication; most focused on Kenya and South Africa. Means are suggested by which the international scholarly community can partner to encourage African scholarship.

The Effects of Gender and Power Distance on Nonverbal Immediacy in Symmetrical and Asymmetrical Power Conditions: A Cross-Cultural Study of Classrooms and Friendships

Abstract This study assessed the association of nonverbal immediacy, gender, and relational power in Brazil, Kenya, and the United States. Five hundred and eight students completed questionnaires on nonverbal immediacy of either their best friend (symmetrical power condition) or an instructor (asymmetrical power condition). Results revealed that women perceived more nonverbal immediacy than men in all cultures. Under symmetrical power conditions women were perceived to use more nonverbal immediacy than men, but under asymmetrical power conditions no gender difference emerged. Specific aspects of this association varied across cultures. Results partially supported cultural power as a moderating variable with regard to the use of non nonverbal immediacy.

Research and Publication by Communication Faculty in East Africa: A Challenge to the Global Community of Communication Scholars

Abstract Few African scholars publish articles in top journals, present papers at prestigious conferences, or produce monographs that influence the direction of the field of communication as a whole. We explored hindrances to scholarly productivity in East Africa by administering questionnaires to faculty members at five leading communication departments and conducting in-depth interviews with department heads, librarians, and other senior faculty members. Results indicated that an increase in institutional priority on research and publication makes this an opportune juncture for collaboration with the international scholarly community to facilitate research and publication activity by African academics.

An Exploration of Kenyan Public Speaking Patterns with Implications for the American Introductory Public Speaking Course

While public speaking classes are placing increasing emphasis on cultural diversity, this emphasis frequently stops at advising students to find culturally relevant examples for their speeches and to be sensitive to potentially offensive phrases or visuals. Cultural influence on rhetorical practices of societies goes much deeper. This study examines the public speaking patterns of Kenya, and compares those findings to the content of American introductory public speaking courses. Most frequently mentioned areas of difference between American and Kenyan public speaking were establishment of speaker credibility, structure of the speech, selection of supporting materials, audience demographic factors, and purpose or occasion of the speech.While public speaking classes are placing increasing emphasis on cultural diversity, this emphasis frequently stops at advising students to find culturally relevant examples for their speeches and to be sensitive to potentially offensive phrases or visuals. Cultural influence on rhetorical practices of societies goes much deeper. This study examines the public speaking patterns of Kenya, and compares those findings to the content of American introductory public speaking courses. Most frequently mentioned areas of difference between American and Kenyan public speaking were establishment of speaker credibility, structure of the speech, selection of supporting materials, audience demographic factors, and purpose or occasion of the speech.