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Researchers have spent considerable time studying how racial-ethnic minorities experience poorer health than whites [Townsend, P., & Davidson, N. (Eds). (1990). Inequalities in health: The black report. England: Penguin Press; Platt, L. (2006). Assessing the impact of illness, caring and ethnicity on social activity. STICERD Research Paper No. CASE108 London England), and how low socioeconomic status (SES) can negatively influence health status (Lynch, J., & Kaplan, G. (2000). Socioeconomic position. In: L. F. Berkman & I. Kawachi (Eds), Social epidemiology (pp. 13–55). New York: Oxford University Press]. This research investigates the relationship between class and race and perceived health status among patients with chronic conditions. More specifically, we apply the concept of social capital to assess whether the quantity of health information seeking behaviors (HISB) via social networks mediates the relationship between race and health status, and between SES and health status. Regression, t-test and ANOVA analyses of 305 surveys completed at a chronic illness management clinic in a Northwest research hospital reveal three important findings: first, that social class affects perceived health status more strongly than race; second, that frequency and amount of HISB do not play a significant role in perceived health status, regardless of race or SES; and third, that an interaction effect between frequency and amount of HISB suggests that the way that patients seek health information, and the quality of that information, may be more useful indicators of the role of social capital in HISB than our study can provide.

Despite the biological and clinical advances in oral health, dental disease is still a problem for those of low socioeconomic (SE) status, as well as racial and ethnic minorities. In this study, we use the Andersen Behavioral Model of predisposing, enabling, and need factors to examine the effects of race, ethnicity, and income on dental care utilization. Using the Medical Expenditure Panel Survey (MEPS) household component and dental event data (n=8,685), we tested the hypothesis that longer survival or delay in dental care utilization is associated with both minority and lowered SE statuses. Analyses confirm that minority status, income, and education, are predictive of the delay in dental care utilization. This study lends support to the theorized assumption that there are racial and ethnic differences in the pattern of dental care utilization and that these differences as well as other factors contribute to disparity in dental care utilization.

Despite the increasing evidence on the effects of the economic crisis and austerity policies on the health of the population, we lack knowledge of how the young population is being affected. High unemployment rates, labour instability, high housing costs and cuts in public policies have placed the young in a vulnerable situation. We explore changes (2006–2017) in the both physical and mental health of young people in Spain using a selection of health indicators. By doing so we draw the reader’s attention to three elements with a close relationship to neoliberalism: the prominence of social determinants of health, the importance of inequalities and the accumulation of multiple sources of disadvantage in certain groups and individuals which ultimately condition the course of their lives; and the use of medicalization as a common and legitimised response to poor mental health.

Women are nearly twice as likely as men to suffer a major depressive episode (Kessler et al., 1994). Risk of onset for single mothers is twice that of married mothers and financial hardship also doubles the risk of becoming depressed (Brown & Moran, 1997). If diagnosed, depression can be effectively treated, typically with pharmacotherapy or psychotherapy or some combination of the two (Goldman et al., 1999; Sirey et al., 1999). But a sizable majority of sufferers remain undiagnosed and untreated (Lennon et al., 2001). Such treatment can be prohibitively expensive to patients who lack health insurance, particularly those with few financial resources. Although most low-income women have a safety net in Medicaid, welfare reform’s delinking of Medicaid from welfare cash assistance has left uncovered many who are eligible for the benefits (Garrett & Holahan, 2000).

This paper analyzes the effect of dental insurance on utilization of general dentist services by adult US population aged from 25 to 64 years using the ordered probit model with endogenous selection. Our econometric framework accommodates endogeneity of insurance and the ordered nature of the measure of dental utilization. The study finds strong evidence of endogeneity of dental insurance to utilization and identifies interesting patterns of nonlinear dependencies between the dental insurance status and individual's age and income. The calculated average treatment effect supports the claim of adverse selection into the treated (insured) state and indicates a strong positive incentives effect of dental insurance.

This chapter introduces a model for school libraries in Scotland, based on best practices as identified in the literature, and on five case studies undertaken in schools, two in the United States and three in Scotland. The research design was qualitative, and used grounded theory and multiple case study methods. The model represents an ideal set of circumstances for school libraries in Scotland, highlighting the interconnected web of influences that affect the success of a school library in meeting professional standards. These influences primarily fall in three areas: the school librarian, the school environment, and the professional support available to the librarian. The school librarian is the primary leader of the school library program, but factors in these other two areas can provide opportunities and barriers that can help or hinder the success of the library service. For instance, the findings suggest that school-based factors such as curriculum, scheduling, technology facilities, and staffing can have significant influence over the access the librarian has to teachers and students. Our model includes all three areas in describing a set of circumstances that would allow a school library program to thrive and meet the highest professional standards.

Purpose: This study examines the affective dimension of racial threat. Most modern studies of threat are framed through Blumer's group position theory and measure threat as increases in levels of traditional racism or perceptions of competition. These measurements neglect to operationalize Blumer's affective conceptualizations of threat.

Methodology/Approach: Building on Blumer's theoretical framework, we outline threat's affective dimension through a presentation of new survey items designed to capture what threat feels like.

Findings: Using factor and regression analyses, we demonstrate how affect is distinct from perceived competition, and how it is positively associated with Blumer's theoretically predicted outcome of racial prejudice, in the form of increased levels of racial resentment.

Practical Implications: Future research by sociologists and other social and behavioral scientists should explicitly consider threat's affective dimension in order to provide a more robust picture of racial prejudice in the United States.

This chapter reports on a course that is designed to facilitate the students’ transition out of college and into life after graduation. It describes how the course foregrounds the problems students face, both the technical aspects of the transition and the emotional experience, unthought out ideas about what the students want, their goals, and how they might go about achieving their goals. The authors report on the course culture, assignments, observations from teaching the course, student feedback from focus groups, surveys, behavior, as well as summaries of data on the student’s experience.

The need for this course is supported by the research literature on emerging adulthood. In addition, the authors report on focus group and survey data gathered. The modern discourse on the post-college transition commonly emphasizes economic and practical hurdles, such as educational loan debt, student employability, skill transferability, career networking, and job interviewing. Receiving far less attention are the psychosocial and developmental dimensions that color the student experience of the graduation transition.

Yet very few colleges and universities have paid attention to this glaring need, especially public institutions with many first-generation college students. This chapter describes a college course dealing with the problem of transitioning to life after college taught in an intellectual, communal, and personal atmosphere.