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Бакалаврская программа «Социология и социальная информатика»

28
Январь

Social Inequality in Health across the Life Course

2021/2022
Учебный год
ENG
Обучение ведется на английском языке
5
Кредиты
Статус:
Курс по выбору
Когда читается:
4-й курс, 1, 2 модуль

Преподаватели

Course Syllabus

Abstract

A life-course perspective is used to see the role of the timing, mechanisms, intermediary factors, and resources that shape social inequalities over life. Lower levels of income and education and low-status professions are all associated with poorer health (physical, mental well-being, functional limitations, and others). The evidence indicates that social inequalities in health persist from young age to later life. We will read scientific papers and discuss the main concepts that are used in the approach to see the process of forming health inequality. We will look at social factors as both risk factors for health.
Learning Objectives

Learning Objectives

  • To provide students with the knowledge and skills necessary to analyze the mechanisms of social inequalities in health across the life course
Expected Learning Outcomes

Expected Learning Outcomes

  • be able to conduct studies and present its results in the form of an oral presentation with visual material
  • be able to juxtapose theoretical concepts with the analysis of social inequalities in health
  • be able to read and critically discuss academic articles with different empirical study designs
  • know the main sociological concepts and theories related to social inequalities in health across the life course
Course Contents

Course Contents

  • Introduction
    What does “social inequalities in health” mean? What are the key concepts of the life course approach? How does the science of health disparities advance by integrating the life course approach? We will brieflydiscuss the timing, mechanisms, intermediary factors, and resources that shape social inequalities over life.
  • Сonceptual life-course mechanisms
    We will study developmental and structural perspectives on the life course. We will discuss four conceptual life-course mechanisms: the critical period model, the accumulation of risks model, the pathway model, and the social mobility model. We will see and criticize the arguments in support of two hypotheses: social causation and social selection in health.
  • Cumulative advantage/disadvantage (CAD) theory and the age as leveller (AAL) hypothesis
    We will discuss two mechanisms through which socioeconomic inequalities in health develop over time. We will focus on the health of the elderly through these theories
  • The influence of social context on health across the life course
    We will see how social and physical environments, including schools, the healthcare system, and welfare states shape health and health inequalities over the life course.
  • Integrate life course approach Into health disparities interventions
Assessment Elements

Assessment Elements

  • non-blocking Participation in class discussions
    Students are responsible for notifying the teacher of their absence due to an extenuating circumstance or illness prior to the missed class (by email or in-person). Classes missed due to illness or an extenuating circumstance are excluded from the calculation of the accumulated grade. Students who missed more than 12 seminar hours due to illness or an extenuating circumstance have to provide home assignments for missed seminars in a written form notlater than 2 weeks before the final examination. Assignments, requirements and recommendations are provided individually by email upon request from the student. The in-class participation part of the grade is not subject to retakes. Seminar grades for tests and presentations can be improved at the beginning of the next seminar by giving a short presentation (the topic must be agreed with the teacher in advance). Retakes are allowed within the 15-day period after the seminar (at the next seminar). If homework/presentation is submitted after the deadline, the grade is 10% lower. If homework/presentation is submitted after the deadline a day or more later, the grade is 30% lower.
  • non-blocking In-class assignments (5 tests)
    The grade will be calculated as an average score for all types of written activities during the seminars.
  • non-blocking Group presentation in class
  • non-blocking Final presentation at the end of the course (Final exam)
Interim Assessment

Interim Assessment

  • Interim assessment (2 module)
    0.25 * Final presentation at the end of the course (Final exam) + 0.25 * Group presentation in class + 0.25 * In-class assignments (5 tests) + 0.25 * Participation in class discussions
Bibliography

Bibliography

Recommended Core Bibliography

  • Handbook of Life Course Health Development. (2018). Springer International Publishing. https://doi.org/10.1007/978-3-319-47143-3
  • Social background and the demographic life course: Cross-national comparisons. (2021). Springer. https://doi.org/10.1007/978-3-030-67345-1

Recommended Additional Bibliography

  • Back, K. W., & American Association for the Advancement of Science. (2018). Life Course : Integrative Theories And Exemplary Populations. New York, NY: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=2204186