Cheryl Lewis

This article describes how a unique high school programme, not formally designed to teach moral principles or character lessons, contributed substantially to the character education of its students. Graduates over 20 years old were interviewed ( n =106) and completed a questionnaire ( n =204). Findings suggest the programme teachers helped students develop character attributes by providing a desirable character education environment. A majority of students reported that the programme was personalised, practical and, in many cases, life changing. A majority of the students also indicated that the programme helped them develop an appreciation and respect for others and the environment, while helping them prepare for higher education. We present this programme as a model for character education at the high school level. Details are presented so that the programme can be replicated in other settings. We conclude that the success of this programme can be understood in terms of teachers' willingness to encourage students to take responsibility for their lives, and their learning through modeling of high character values, use of an integrated and experiential curriculum, and employment of a dialogical perspective on active education.

The long-term effects of two culturally competent AIDS education programs with different content on the risk behavior and AIDS-related knowledge of 410 homeless African American women 2 years after program completion were examined. Participants were members of a larger cohort of impoverished African American and Latina women recruited in Los Angeles from 1989 to 1991. Of a subsample of 527 African American women selected randomly fora 2-year follow-up interview, 410 were located and agreed to participate. Women participating in both AIDS education programs reported reduced HIV risk behaviors and demonstrated greatly improved AIDS knowledge at 2-year follow-up. Women in a specialized program were less likely than those in a traditional program to report noninjection drug use at 2 years. Women in the traditional program had significantly better AIDS knowledge at follow-up. These findings suggest that educational programs can produce sustained benefits among impoverished women.