Education forms a unique dimension of social status, with qualities that make it especially important to health. It influences health in ways that are varied, present at all stages of adult life, cumulative, self-amplifying, and uniformly positive. Educational attainment marks social status at the beginning of adulthood, functioning as the main bridge between the status of one generation and the next, and also as the main avenue of upward mobility. It precedes the other acquired social statuses and substantially influences them, including occupational status, earnings, and personal and household income and wealth. Education creates desirable outcomes because it trains individuals to acquire, evaluate, and use information. It teaches individuals to tap the power of knowledge. Education develops the learned effectiveness that enables self-direction toward any and all values sought, including health. For decades American health sciences has acted as if social status had little bearing on health. The ascendance of clinical medicine within a culture of individualism probably accounts for that omission. But research on chronic diseases over the last half of the twentieth century forced science to think differently about the causes of disease. Despite the institutional and cultural forces focusing medical research on distinctive proximate causes of specific diseases, researchers were forced to look over their shoulders, back toward more distant causes of many diseases. Some fully turned their orientation toward the social status of health, looking for the origins of that cascade of disease and disability flowing daily through clinics. Why is it that people with higher socioeconomic status have better health than lower status individuals? The authors, who are well recognized for their strength in survey research on a broad national scale, draw on findings and ideas from many sciences, including demography, economics, social psychology, and the health sciences. People who are well educated feel in control of their lives, which encourages and enables a healthy lifestyle. In addition, learned effectiveness, a practical end of that education, enables them to find work that is autonomous and creative, thereby promoting good health.

Education, Social Status, and Health (Social Institutions and Social Change Series)

Politics & Social Sciences

John Mirowsky

Catherine E. Ross

Social Sciences

Aldine

A core interest of social science is the study of stratification--inequalities in income, power, and prestige. Few persons would care about such inequalities if the poor, powerless, and despised were as happy and fulfilled as the wealthy, powerful, and admired. Social research often springs from humanistic empathy and concern as much as from scholarly and scientific curiosity. An economist might observe that black Americans are disproportionately poor, and investigate racial differences in education, employment, and occupation that account for disproportionate poverty. A table comparing additional income blacks and whites can expect for each additional year of education is thus as interesting in its own right as any dinosaur bone or photo of Saturn. However, something more than curiosity underscores our interest in the table. Racial differences in status and income are a problem in the human sense. Inequality in misery makes social and economic inequality personally meaningful. There are two ways social scientists avoid advocacy in addressing issues of social stratification. The first way is to resist projecting personal beliefs, values, and responses as much as possible, while recognizing that the attempt is never fully successful. The second way is by giving the values of the subjects an expression in the research design. Typically, this takes the form of opinion or attitude surveys. Researchers ask respondents to rate the seriousness of crimes, the appropriateness of a punishment for a crime, the prestige of occupations, the fair pay for a job, or the largest amount of money a family can earn and not be poor, and so on. The aggregate judgments, and variations in judgments, represent the values of the subjects and not those of the researcher. They are objective facts with causes and consequences of interest in their own right. This work is an effort to move methodology closer to human concerns without sacrificing the scientific grounds of research as such. The authors succeed admirably in this complex and yet worthwhile task. This is a work that could be helpful to those in all branches of the social sciences that take up issues relating to inequality and the uneven distribution of the social goods of a nation. John Mirowsky and Catherine E. Ross are professors in the Department of Sociology and Population Research Center at the University of Texas.

Social Causes of Psychological Distress (Social Institutions and Social Change Series)

Aldine Publishing Co.

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