Date
4-18-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rebecca Lunde
Keywords
Post-secondary school students, HIV/AIDS, social stigma and discrimination, support system
Disciplines
Education | Public Health
Recommended Citation
Etchu, Ralph Ayuk, "Impact of HIV/AIDS Stigma on University Students' Education: A Phenomenological Investigation" (2025). Doctoral Dissertations and Projects. 6659.
https://digitalcommons.liberty.edu/doctoral/6659
Abstract
The purpose of this transcendental, phenomenological study was to examine the experiences of 10-12 university students living with HIV/AIDS in the cities of Ndekville, Tontoh, and Kenyang of Southwest Ekong. Goffman’s social stigma theory guided this study and helped operationalize the research questions. The central research question was: What is the impact of HIV/AIDS stigma on the educational journey of university students in Ndekville, Tontoh, and Kenyang of Southwest Ekong? Sub-questions explored categorizing and characterizing participants' experiences and challenges of stigma and discrimination as per sex, gender, socioeconomic status, and cultural background. The researcher collected data through participant interviews, focus groups, and Journal Prompts. After that, the researcher applied a systematic data analysis through coding, peer review, member checks, triangulation, and detailed descriptions to paint the lived experience of the participants. Major themes emerged during the study, and the findings revealed that stigma profoundly affects the academic, social, and psychological experiences of university students living with HIV/AIDS. Gender-based differences emerged as significant, with female students often reporting higher levels of social exclusion due to cultural and gender norms. Socioeconomic factors compounded these challenges, limiting access to necessary educational and medical resources. While role of cultural practices were identified as drivers of exclusion, they also held the potential for stigma reduction through community engagement and education. Students' resilience was evident, as many relied on peer networks and informal support systems to cope, underscoring the importance of community-driven solutions.
