Educational Attainment in the Context of Social Inequality: New Directions for Research on Education and Health. (August 2013)

• Record Type: Journal Article
• Authors: Walsemann, Katrina M.; Gee, Gilbert C.; Ro, Annie
• Other Names: Takeuchi David T. guest-editor.; Link Bruce G. guest-editor.; Shariff-Marco Salma guest-editor.; Spittel Michael L. guest-editor.; Srinivasan Shobha guest-editor.
• Is Part Of: American behavioral scientist. Volume 57:Number 8(2013)
• Page Start: 1082
• Page End: 1104
• Publication Date: 2013-08
• Subjects: education -- health -- inequality; Social sciences -- Periodicals; Political science -- Periodicals; United States -- Social conditions -- Periodicals; United States -- Politics and government -- Periodicals; 300
• DOI: 10.1177/0002764213487346
• Languages: English
• ISSNs: 0002-7642

Abstract

A large literature documents a strong and consistent educational gradient in health: more-educated persons enjoy lower rates of morbidity and mortality. This literature has generally focused on the amount of schooling one completes but has yet to comprehensively examine other facets of education, such as educational quality or school segregation. More importantly, the literature has generally conceptualized education at the level of individual persons and has yet to fully study the structural dimensions of education and the production of educational inequities. The goal of this article is to identify several areas of educational inequity beyond personal educational attainment. These include (a) population differences in the strength of the educational gradient in health, (b) educational quality, (c) school segregation, and (d) the role of place of education among immigrants. We also discuss some emerging issues, such as student debt and pathways to education. Accordingly, there is much work to be done to further our knowledge regarding the relationship between education and health.