Objectives. From 2001 through 2005, African Americans accounted for the largest percentage of new cases of human immunodeficiency virus (HIV)/ acquired immunodeficiency syndrome (AIDS) in all age categories, especially among people aged 13 to 24 years. Although students attending historically black colleges and universities (HBCUs) report many of the behaviors that promote HIV transmission, their risk behaviors and HIV testing practices have not been well-characterized. We compared the demographic and behavioral characteristics of people who have been previously tested for HIV with those of people tested for the first time in this demonstration project to increase HIV testing at HBCUs. Methods. The Centers for Disease Control and Prevention and collaborating partners conducted rapid HIV testing and behavioral surveys at HBCUs in Arkansas, Georgia, Mississippi, and Washington, D.C., from January 2005 to April 2007. We recruited a convenience sample of students and community members at different campus venues including student health centers, dormitories, and student activity centers. Results. Our analysis included 5,291 people, 42% of whom reported they had never been tested for HIV. People who had been tested in the past were more likely to be older, believe they were at high risk for infection, have visited a health-care facility, and report behaviors that increased their risk of HIV infection. Conclusion. Respondents who believed they were at increased risk for HIV infection or reported behaviors that increased their risk for infection were more likely to have been tested for HIV. Future research should compare actual vs. perceived risk for HIV infection and contrast how each impacts HIV testing.

This study explores the impact of a peer-led HIV intervention, based on the health belief model and social cognitive theory of behavior change, on a sample of African American college students. Certified peer educators were trained by the researcher to implement the four-module HIV prevention intervention. Pre-/postassessments revealed that after the intervention, students were less embarrassed to put a condom on themselves or on their partner, were more likely to use a condom, and ask their sex partner if they had ever been tested for HIV. It was concluded that peer education, which focuses on susceptibility, severity, benefits, self-efficacy (components of the health belief model), skill building, and peer influence (social cognitive theory) is an effective strategy in reducing HIV risk behaviors among African American college students.

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This study sought to investigate the sustained effects of a peer-led HIV prevention intervention on African American freshmen college students attending a historically Black university. Students participated in a HIV prevention intervention where data were collected at three points in time. Analysis of the data revealed that students had significant changes in HIV risk behaviors and HIV Prevention self-efficacy over time. Results of this study have implications for how to address HIV prevention among African American college students.

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