SOCI 1010 1nd Edition Lecture 17 Outline of Last Lecture I. Healtha. The Big Ideab. Life expectancyII. In-Class Videoa. Connection between social class and healthOutline of Current LectureI. The Big IdeaII. Discuss unnatural causesIII. Discussion of Stress Out the PoorCurrent LectureI. The Big Idea: Chronic stress, and the subsequent physical response, can effect one’s physical well-beingII. Discuss unnatural cases (in-class video discussion continued):a. What health outcomes do they measure?i. Excess death rate (predict how many they expect and any more is excess)ii. Life expectancy 1. District 16 – 80yr2. District 5 – 70yriii. Patterns they found for one matches for others as wellb. Relationship between social class and health?i. Shaped like a ladder, with Income and Education from top to bottom and measuring 4-5 different categories throughout the ladder. ii. The lower the social class, the lower the healthiii. The higher the social class, the higher the healthiv. It’s about control over life events (work, home, neighborhood) control level effects stress less control equals more physical changes physical changes are chronic not episodic physical stressors effect oneshealthc. How does the film measure social class?i. Health is measured with life expectancy and excess death, and social classis measured through income and educationd. Would universal health care erase the social effect of social class?i. No. The video discovered the link between social class and health in These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.Britain, who has universal health care.ii. Although health care helps address an issue and treat it, the health issuescome from this set of stresses and responses – the problem doesn’t exist BECAUSE there is a lack of health care.e. How might the film be used to explain health outcomes in the U.S. compared to other countries?i. The U.S. has one of the highest levels of inequality and has been increasing with timeii. Health outcomes come from levels of inequalityiii. The U.S. is on the low end of life expectancy but the high end of inequalityIII. Discussion of Stressing Out the Poor (reading)a. What is the research question?i. Looking at children in poverty, wanting to see to which degree poverty creates stress in children and the effect of educational attainment as adults. ii. Measuring social class in two ways: 1) through income (studying the children) 2)through education (studying the children at adulthoodiii. Other studies have alternative explanations:1. More nurturing/supportive relationship than authoritarian with higher income families than poor people2. Cognitive development- how much children are read to, exposure to books, languages, spoken words, etc.)b. What are their conclusions?i. There are two types of stressors:1. Physical- noise, crowd, hazardous waste, building age (lead paint?), crime, school district, etc.2. Psychosocial- family turmoil, single-parent, divorced parents, less structure, etc. ii. They conclude: families in poverty show more stressors on average than middle income kids.1. Blood pressure: poor kids had higher resting blood pressure2. Stress hormones: poor kids had higher rates iii. Pg. 387 has a chart which looks at skills needed to be successful (academically) looks at four main things: Language, Long-term memory, working memory and executive control1. They saw a large difference in poor kids and middle-class kids between 1) Language 2)Long-term memory 3) working memory 4)executive controliv. Physical responses are creating cognitive differences, effecting academic achievement c. Follow up:i. If poverty didn’t lead to stress, the cognitive differences were not effectedeither.ii. Therefore, it’s the social stress that causes the cognitive differences and educational attainment – not that fact that someone is in
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