Socioeconomic Status and Health Flashcards

1
Q

Social Inequities in Health

A
  1. Large
  2. Widespread in different societies
  3. Present for mortality, morbidity and health behaviors
  4. Persistent and widening
  5. Gradient effect – inequalities occurs at all dimensions of SES
  6. Occurs at all stages of the life course
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2
Q

What is the term socioeconomic status trying to capture?

A

Position within the social hierarchy, based on prestige and access to resources

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3
Q

Common explanations of the SES gradient

***need further explanation

A

Health inequalities exist along all three dimensions of SES

  1. Reverse Causation - some associations reflect reverse causation (poor health outcomes linked to SES)
  2. Access to Health Care
  3. Lifestyles
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4
Q

SES and Health Across the Lifecourse

  1. Critical/Sensitive Period Model
  2. Accumulation of Risk Model
  3. Trajectory/Chain-of-risk Model
A
  1. How timing of social exposures influence health

–Critical, or sensitive period model: exposures during specific developmental period have reverberating consequences later

–Accumulation of risk model: each additional episode of low SES adds to an ever-growing health disadvantage

–Trajectory of chain-of-risk model: low SES is primarily unhealthy bc it begets future low SES, and only in later life does SES become biologically embedded as ill health

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5
Q

SES as Fundamental Cause of Health Inequality

A

SES differences in health persist over time bc
SES determines range of resources, including money, knowledge, prestige, power and social connections

Resources can be used to protect health no matter what the current risks/tx/diseases

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6
Q

Greater Attention Must Be Paid to Basic Social Conditions

A
  1. Individually-based risk factors must be contextualized – what social factors put people at risk of risks?
  2. These social factors are the “fundamental causes”
    - -demonstrates access to important resources
    - -affects multiple disease outcomes through several mechanisms
    - -maintain an association with disease even when the mechanism changes
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7
Q

Major Indicators of Socioeconomic Status

A

Education
Income
Occupational Status

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8
Q

Education and Health (3)

-what does it capture/indicate:

A
  1. Captures transition from parents’ SEP to adulthood SEP
  2. Strong determinant of future employment and income
  3. Knowledge and skills attained through education may affect cognitive functioning; more receptive to health education messages, more able to communicate with and access appropriate health services
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9
Q

Mechanisms linking Education to Health

A
  1. Education may convey info relevant for preventing disease/delaying disability + death
  2. Education may form a set of enduring cognitive or emotional skills that foster health-promoting decisions
  3. Time spent in school = time not spent in harmful activities
  4. Education may improve long term health by increasing chances that you have an educated social circle (influence behavior)
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10
Q

Advantage of Education as an Indicator

A
  • Routinely available
  • Garners high response rate
  • Short and simple to assess
  • Accurately reported
  • Fairly stable beyond early adulthood (least reversible to reverse causation)
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11
Q

Disadvantage of Education as an Indicator

A
  • Restricted range
  • Varies by age cohort
  • Differential economic and social returns by race and gender
  • Tricky to assess quality of education
  • Doesn’t incorporate nontraditional education experiences
  • Pay little attention to timing educational experiences or preschool activities
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12
Q

How is Income Measured?

A

Will vary depending on your research question

What do we include in income? - non-monetary income is largely un-measurable

What is the income unit? - Relation between household income and individual welfare depends on intra-household transfer, gender inequality, etc.

Over what period is income measured? - short run vs. long run

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13
Q

Mechanisms Linking Income to Health

A
  1. High income may enable better access to means to produce good health, including
    - better access to health care
    - other forms of health consumption, like other housing, transportation, clothing.
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14
Q

Advantages of Income as an Indicator of SES

A
  1. Continuous and spread along a very broad range from low (depths of poverty) to high (extreme wealth)
  2. The best single indicator of material living standards
  3. Captures dynamic component of SES
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15
Q

Disadvantages of Income as an Indicator of SES

A
  1. High Refusal
  2. False reporting and errors
  3. Unstable
  4. Complex definition - need to take account of household size and composition
  5. Susceptible to reverse causation
  6. Doesn’t take into account wealth - home ownership, liquid assets (bonds, savings), liabilities (credit card debt, unpaid loans, mortgage)
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16
Q

Occupational Status

-Mechanisms linking occupation to health

A
  • Environmental exposures
  • Access to health promoting resources (health insurance, onsite care)
  • Psychosocial job environment (stress, social support)
  • Time spent working
17
Q

Advantages of Occupation as an Indicator of SES

A
  • Represents multiple dimensions of socioeconomic experience.
  • exposure to physical and psychosocial aspects of work, prestige, power, control.
18
Q

Disadvantages of Occupation as an Indicator of SES

A
  • Expensive and time-consuming to code
  • Problematic for unemployed, home-makers, retirees, and subgroups like teen moms
  • Susceptible to reverse causation
  • Different meanings for different cohorts and geographical settings
19
Q

Importance of Past SES Experience

A
  • Past SES factors could act independently or modify effects of current factors on health
  • Changes in SES over time can affect later health, and poverty can have cumulative health effects
  • Different SES factors could be more or less important at different stages of life
20
Q

Importance of Neighborhood SES Conditions

A

SES characteristics of neighborhoods could affect health through features of physical (built), social, or service environments via multiple pathways

21
Q

Dichotomization of SES

A
  • Education: high school vs. less than high school
  • Income: below vs. above poverty line
  • Occupation:
  • men - white collar vs blue collar
  • women - pink collar vs white collar
22
Q

SES: Do ‘s and Don’ts

A

Don’t:

  • ask what is the best measure of SES: each measure constitutes a different set of health relevant resources
  • equate race with SES - not interchangeable

Do:

  • consider SES across time and life course
  • Consider area measures of SES
  • Select SES measures based on the hypothesis and population being studied
  • Examine how findings using a given SES vary across social groups: age, sex, urban,/rural location