Giving Everyone the Health of the Educated: An Examination of Whether Social Change Would Save More Lives Than Medical Advances

Woolf, Steven H.; Johnson, Robert E.; Phillips, Robert L.; Philipsen, Maike

doi:10.2105/ajph.2005.084848

Cited by 236 publications

(125 citation statements)

References 38 publications

Supporting

Mentioning

122

Contrasting

Unclassified

Order By: Relevance

“…18 Woolf and coauthors estimated that giving all US adults the mortality rate of adults with some college education would save seven lives for every life saved by biomedical advances. 19 Stark racial or ethnic differences in education and income could largely explain the poorer health of blacks and some other minorities. The high school dropout rate is 18.3 percent among Hispanics, 9.9 percent among blacks, and 4.8 percent among non-Hispanic whites.…”

Section: Social Determinants Of Healthmentioning

confidence: 99%

Where Health Disparities Begin: The Role Of Social And Economic Determinants—And Why Current Policies May Make Matters Worse

2011

Self Cite

View full text Add to dashboard Cite

Health disparities by racial or ethnic group or by income or education are only partly explained by disparities in medical care. Inadequate education and living conditions-ranging from low income to the unhealthy characteristics of neighborhoods and communities-can harm health through complex pathways. Meaningful progress in narrowing health disparities is unlikely without addressing these root causes. Policies on education, child care, jobs, community and economic revitalization, housing, transportation, and land use bear on these root causes and have implications for health and medical spending. A shortsighted political focus on reducing spending in these areas could actually increase medical costs by magnifying disease burden and widening health disparities.

show abstract

Section: Social Determinants Of Healthmentioning

confidence: 99%

Where Health Disparities Begin: The Role Of Social And Economic Determinants—And Why Current Policies May Make Matters Worse

2011

Self Cite

View full text Add to dashboard Cite

show abstract

“…Some studies have found, for example, that academic disengagement is related closely to negative consequences, such as early student dropout, juvenile delinquency, and problem substance use (e.g., Henry, 2010;Henry, Knight, & Thornberry, 2012;Moretti, 2005;Rouse, 2005). The inequalities in achievements of minority ethnic students (Henry, et al, 2012;Woolf, Johnson, Phillips, & Philipsen, 2007), likewise, may be explained and accounted for by the feeling and experience of alienation. Some students may opt to adopt a criminal lifestyle, forging antisocial identity as a defence for their shortcomings and isolation.…”

Section: Consequences Of Belongingmentioning

confidence: 99%

Antecedents and Consequences of School Belonging: Empirical Evidence and Implications for Practices

Phan¹

2013

JEDP

View full text Add to dashboard Cite

There are number of theoretical orientations, which may account and explain students' learning and performance outcomes in various domains of functioning. Triarchic relations between three major theoretical orientations were proposed and explored in this study. In their sequencing of predictive effects, these included: personal self-efficacy, school belonging, and academic disengagement. The proposition, in this case, stipulated both personal self-efficacy and academic disengagement as antecedent and consequence of belonging, respectively. These three variables are also conceptualized, centrally, between prior learning experience and future performance in mathematics. Two hundred and ninety 12 th grade students (152 boys and 138 girls) participated in this study. Self-rating responses of Likert-scale inventories (e.g., MSLQ) were analysed using structural equation modelling procedures. Structural analyses yielded some significant evidence, notably the impact of both personal self-efficacy beliefs and a sense of belonging on academic performance in mathematics. A positive sense of belonging to school also relates inversely to academic disengagement. Finally, consistent with Bandura's (1986, 1997) social cognitive theory, personal self-efficacy is central to the relation between enactive learning experience and academic performance.

show abstract

“…De sterftedaling zou acht keer zo groot zijn, zo schatten de auteurs, als de daling die we met de medische zorg bereiken. 9 Ook voor Nederland zijn dit soort berekeningen gemaakt. Specifiek is dat bijvoorbeeld gedaan voor geletterdheid, een aspect dat samenhangt met opleiding, maar er zeker niet mee samenvalt.…”

Section: Maatschappelijke Invloeden Op De Volksgezondheidunclassified

Maatschappij als medicijn

Stronks¹

2007

View full text Add to dashboard Cite

Giving Everyone the Health of the Educated: An Examination of Whether Social Change Would Save More Lives Than Medical Advances

Cited by 236 publications

References 38 publications

Where Health Disparities Begin: The Role Of Social And Economic Determinants—And Why Current Policies May Make Matters Worse

Where Health Disparities Begin: The Role Of Social And Economic Determinants—And Why Current Policies May Make Matters Worse

Antecedents and Consequences of School Belonging: Empirical Evidence and Implications for Practices

Maatschappij als medicijn

Contact Info

Product

Resources

About