the important dimensions of diversity. This act of reflection avoids causing additional harm to marginalised and subjugated populations by ascribing them labels that are humiliating and self-defeating. Correspondingly, as stated in Chapter 3, the decolonial project and transformative work cannot be divorced from each other completely. A decolonial research argument for self-determination presented by Smith (2012) can be applied to this train of thought. Ultimately, if research is to contribute to the sustainable change in any community, particularly marginalised communities such as black men who have sex with men (BMSM), the agency of that community to name itself and own its name is important.
In light of the above, the interview allowed participants to explore the contestations of naming. This is also relevant for communicating preventative methods to at-risk populations. Education and communication campaigns need to interpolate these individuals which is extremely difficult if they are not using non- contextual terms of reference. Subsequent to this, HIV risk and the factors were explored to better understand the risk factors that influence the development of attitudes and perceptions that BMSM hold about PrEP.
Participants were required to engage on their PrEP awareness, intentions to adopt PrEP or their lack of intention as well as the motivators, and barriers that influence their overall outlook on PrEP. This data would enable the researcher to identify if there were any synergies with the responses provided in the questionnaire and to establish the influencers of attitudes and perceptions of BMSM towards PrEP. Finally, were a set of questions engaging respondents about the health communication and its role the formation of their sexual health behaviour.
variable at a time. This includes quantifying the frequency distribution of the individual cases (Babbie and Mouton, 2001). This analysis focused on the age as an individual case and quantified the distribution of the various elements (categories) such as ages 18-23, 24-29, 30-35, 36-40 and >41 ectara, presenting these distributions according to the entire individual case an example of this kind of distribution is in Table 1 below.
Age
Frequency Percent
Valid 18-23 40 33.1
24-29 49 40.5
30-35 27 22.3
36-40 3 2.5
>41 1 .8
Total 120 99.2
Missing System 1 .8
Total 121 100.0
Table 1: Example of Data Frequency Table
This kind of analysis was done for each one of the cases in the questionnaire and presented in tabulated format.
The next form of analysis in contrast to univariate analysis was bivariate analysis, which involved analysis of two variables. Most bivariate analysis in social research include an additional element which is to explore the relationships between the variables (Babbie and Mouton, 2001). To test for associations between the categorical (nominal and ordinal) variables present in the research, a Chi-Square Test of Bivariate Associations was used. According to Wegner (2016) a Chi-Square Test Statistic measures by how much the observed frequencies and expected frequencies differ. Wegner (2016) further states that if this difference is small, the null hypothesis is likely to be accepted. Conversely, a large difference is likely to result in the null hypothesis being rejected. Since the Chi-Square Test Statistic transforms sample frequencies into a test statistic, it was used in the analysis in Chapter Five to make conclusions regarding associations.
It is also important to keep in mind that like most statistical tests, the Chi-Square Test has assumptions governing it. If these assumptions are violated, then necessary remedies must be initiated. In the context of these results, it was ensuring that no more than 20% of the cells had expected counts less than 5. Where such was the case, the Likelihood Ratio Statistic was used instead of the Chi-Square Statistic to make conclusions about associations. An alpha or significance level of 0.05 was used as a reference point. Finally, where associations were found, a Cramer’s V test statistic was used to make conclusions regarding the strength of associations. The Chi-Square tests were used to assess bivariate associations between sexual and HIV testing behaviours and perceived HIV susceptibility, PrEP adoption intention and demographic characteristics, PrEP-related attitudes and beliefs. All these were considered theoretically important for predicting PrEP adoption intentions among BMSM. For all analyses, the standard alpha level of 0.05 was statistically significant.
Data from the qualitative interviews were analysed using the process of Thematic Analysis which is described by Braun and Clarke (2006: 79) as “a method for identifying, analysing and reporting patterns themes within data.” Braun and Clarke (2006) further assert that at a fundamental level thematic analysis “organizes and describes your data set in rich detail and interprets various aspects of the research topic” This analysis method is very popular in psychology scholarship and research. It was selected for executing this study because it offers a manageable and academically flexible approach to analysing qualitative data. The choice to use this analysis method is informed by the overarching objectives of the study which include developing an understanding of general acceptability, the motivators and barriers to the uptake of PrEP. Using this analysis method offered the researcher the possibility to acquire a richer view of the perceptions and attitudes of BMSM towards PrEP.
Braun and Clarke (2006) propose several steps that need to be followed in executing an effective thematic analysis. This study contextualised these guiding steps according to the data set available and research objectives.
Therefore, the phases proposed by Braun and Clarke (2006) were applied in this study in the following manner:
1. Firstly, the recordings from the interviews were transcribed. The researcher then read through the transcripts several times in conjunction with listening to the interview audio-recordings to familiarise himself with the data.
2. Having familiarised himself with the data, the researcher then coded the transcribed data by writing codes on the axis of the transcripts, taking note of key points that were emerging from the data. The researcher used an Excel sheet to group and manage these axial codes.
3. Step three resulted in volumes of codes which were then collated, and the next step was to develop themes according to their saliency and relevance to the research objectives.
4. The themes that were developed were then reviewed to ascertain their relevancy and to manage overlapping of themes.
5. Following this, the researcher scrutinised and refined each theme with the purpose of developing clear descriptions and apt names for each theme that was relevant to the research objectives.
6. The final step included extracting key examples from the data that would be used in the final dissertation. This data was then presented, explicated and analysed in relation to the study’s research questions and relevant literature.
From following the steps of this thematic analysis, eight themes emerged from the data and these are discussed in detail in Chapter Six. The themes include (1) Being MSM an Act of Love or Sexual Desire (2);
HIV Awareness and Resonance of Risk; (3) HIV Risks – Battling “Promiscuity” and Alcohol Use; (4) PrEP Awareness and Enthusiasm in Times of Disparate Information Availability; (5) PrEP, Efficacious of ??in certain Situations More Than Others; (6) PrEP and Personal Interference – Concerns of Self-Efficacy; (7) Dyadic Communication between Friends Essential for Affirming and Experiencing Sexuality; (8) Dyadic Communication for Change Potential for Influencing Behaviours and Health.