GEORGE MASON UNIVERSITY
Social Work 445/Global and Community Health 445
Social Determinants of Health
Spring 2012
Dr. Nancy Freeborne
Class in Robinson B 202
Robinson B 424
Tuesdays 4:30-7:10 pm
703-993-3578
NFreebor@gmu.edu
Blackboard site: http://mymason.gmu.edu
Office Hours: Drop In Hours: Tuesdays 12:00-1:00, Thursdays, 3:00-4:00; or schedule an appointment using Appointments
Plus: http://chhs.gmu.edu/students/advising-gch.html
Prerequisites: 45 credits or permission of instructor
CATALOG DESCRIPTION
This course will examine the social determinants of health and the application of this framework to social
work and public health policy and practice interventions. It will also explore the many social justice factors
that affect health and consider which community systems and social change approaches may decrease or
eliminate health inequities.
BSW PROGRAM GOALS
1. To prepare students for entry level, generalist social work practice with individuals, families,
groups, communities, and organizations.
2. To provide opportunities for students to develop proficiency in collaborative, strengths-based and
resiliency focused social work practice that is culturally relevant, and effective in leadership,
advocacy, innovation, research and technology.
3. To expose students to the complexities of human diversity globally and the range of intervention
skills and strategies needed for effective practice.
4. To sensitize students to the dynamics of oppression and discrimination and to involve them in
change efforts aimed at achieving policy change and social justice.
5. To encourage students to identify with and contribute to the social work profession, appreciate its
history, mission, and values, and aspire to professional leadership roles.
6. To promote adherence to the ethical standards of the profession with client systems, agency
personnel, and colleagues.
7. To provide students with a foundation in social work knowledge, values, and skills that will enable
them to pursue graduate work and lifelong learning.
CORE COMPETENCIES
1.
2.
3.
4.
5.
6.
7.
8.
Identify as a professional social worker and conduct oneself accordingly. (Competency 2.1.1)
Apply social work ethical principles to guide professional practice. (Competency 2.1.2)
Apply critical thinking to inform and communicate professional judgments. (Competency 2.1.3)
Engage diversity and difference in practice. (Competency 2.1.4)
Advance human rights and social and economic justice. (Competency 2.1.5)
Engage in research-informed practice and practice-informed research. (Competency 2.1.6)
Apply knowledge of human behavior and the social environment. (Competency 2.1.7)
Engage in policy practice to advance social and economic well-being and to deliver effective social
work services. (Competency 2.1.8)
9. Respond to contexts that shape practice. (Competency 2.1.9)
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10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities (Competency 2.1.10 a, b, c, d)
STUDENT LEARNING OBJECTIVES
Upon successful completion of the course, the student will be able to:
1. Identify and articulate how social determinants affect health.
2. Identify and describe the connection between social determinants of health and social work
practice.
3. Examine appropriate interventions based on a group’s or population’s needs.
4. Apply specific theoretical content in practical application that addresses current societal issues and
social problems.
5. Develop critical thinking skills in the analysis of research and an understanding of the role of social
determinants of health at the local, national, and global levels.
6. Demonstrate knowledge of factors which oppress vulnerable populations and affect the health of
individuals, communities, and populations.
7. Demonstrate an understanding of appropriate intervention strategies that integrate culture as a
broad inclusive concept reflecting age, socioeconomic position, gender, class, race, ethnicity,
sexual orientation and other factors.
REQUIRED READINGS
You will not need to purchase a textbook for this course. Required readings are listed in the syllabus and
are easily accessible through the GMU library website. Links are given where possible. A tutorial on how to
access library resources will be provided during the first class meeting.
USEFUL UNIVERSITY RESOURCES
University Policies
 The University Catalog, http://catalog.gmu.edu, is the central resource for university policies
affecting student, faculty, and staff conduct in university academic affairs.
 Other policies are available at http://universitypolicy.gmu.edu/. All members of the university
community are responsible for knowing and following established policies.
 This link has various resources for students including how to access your email and Blackboard:
http://www2.gmu.edu/resources/students/
Office of Disability Services
 If you are a student with a disability and you need academic accommodations, please see the
instructor and contact the Office of Disability Services (ODS) at 703-993-2474.
 All academic accommodations must be arranged through the ODS (http://ods.gmu.edu).
Blackboard (Bb) 9.1
 The main URL you will use to log into the system is http://mymason.gmu.edu. You will use the
same username and password that you use to access the GMU email system. Here are some
contact points if you have any trouble with Blackboard:
 For issues or questions regarding technology or the Blackboard system, please email
courses@gmu.edu or contact the ITU Support Center at 703-993-8870.
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
For Walk-in Assistance, see this link for the Collaborative Learning Hub (CLUB) in the Johnson
Center http://doit.gmu.edu/studentSection.asp?page=club or call them at 703-993-3141.
Writing Center: A114 Robinson Hall
 703-993-1200
 Online Writing Lab information can be found at http://writingcenter.gmu.edu
Counseling and Psychological Services (CAPS)
 703-993-2380
 http://caps.gmu.edu
Mason Emergency System
 The Mason Alert system provides emergency system through various means of communication.
Students can sign up for alerts by visiting the website https://alert.gmu.edu.
 An emergency poster exists in each classroom explaining what to do in the event of a crisis, and
further information about emergency procedures can be found at http://www.gmu.edu/service/cert.
ACADEMIC INTEGRITY
GMU is an Honor Code university and students are expected to adhere to the University’s Honor Code and
academic policies. Please see the University Catalog for a full description of the code and the honor
committee process. The principle of academic integrity is taken very seriously and violations are treated
gravely.
What does academic integrity mean in this course? Essentially this: when you are responsible for a task,
you will perform that task. When you rely on someone else’s work in an aspect of the performance of that
task, you will give full credit in the proper, accepted form. Another aspect of academic integrity is the free
play of ideas. Vigorous discussion and debate are encouraged in this course, with the firm expectation that
all aspects of the course will be conducted with civility and respect for differing ideas, perspectives, and
traditions. When in doubt (of any kind), please ask for guidance and clarification.
Information on the GMU Honor System and Code can be found on the following link:
http://mason.gmu.edu/~montecin/plagiarism.htm. Plagiarism will not be tolerated, and plagiarism prevention
software may be used to identify work that does not appear to be original.
COURSE EXPECTATIONS
1. The use of “person-first language” (e.g., people with disabilities rather than the disabled) in all
written and verbal aspects of the class is mandatory.
2. The Department of Social Work requires that students attend all classes. Additionally, it is
disruptive for the instructor and other students when a student arrives after class has begun or
leaves prior to the end of class. Students with chronic unexcused absences will be referred to the
BSW Program Director.
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3. If a student must miss a class, it is his/her responsibility to inform the instructor prior to the
beginning of class and to obtain class notes and announcements from another member of the
class.
4. Students are expected to complete all assigned readings and assignments before coming to class
and be prepared to participate fully in the discussion.
5. Good writing skills and the ability to organize thoughts clearly using proper English are critical for
students and future professionals. Grading rubrics for various assignments will be posted in the
“Course Resources” folder. Students who have difficulty with writing are encouraged to take extra
time to write and proofread work and get help from the Writing Center on campus
(www.writingcenter.gmu.edu).
6. Cellular phones, pagers, and other electronic equipment are to be turned off or placed on silent
mode during class time. They are disruptive to other students and to the instructor, and
compromise the concentration needed for successful learning. Laptop computers should not be
used in class for anything other than taking notes. Students who are observed engaging in noncourse-related activities will be marked absent for the day and may be asked to leave if the
disruptions continue.
7. Students are expected to demonstrate proper behavior in the classroom in order to create a
positive learning environment. One of the core social work values is respect; therefore, any
differences in values, opinions, and feelings of class members and guest speakers will be
respected.
8. When conducting research for an assignment, particularly for online sources, students should
scrutinize the source carefully. This link provides a guide for how to evaluate internet sources:
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html Note: Wikipedia should not
be used as a resource.
9. A positive relationship between the student and the instructor is important. Constructive comments
about the course are welcomed since this course will be viewed as a joint effort between the
student and the instructor.
DEPARTMENT OF SOCIAL WORK GRADING SCALE
94-100 = A
89-93 = A-
85-88 = B+
82-84 = B
79-81 = B-
75-78 = C+
69-74 = C
58-68 = D
0-57 = F
DEPARTMENT OF SOCIAL WORK POLICY FOR LATE ASSIGNMENTS
Assignments are expected to be turned in on Blackboard by the due date and time specified. Students who
will not be able to meet a deadline due to serious extenuating circumstances need to speak with the
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instructor at least 24 hours prior to the deadline to negotiate a later due date. Late assignments will receive
a 10 % deduction for each day late and must be received by 4:30 p.m. one week after the due date.
Assignments submitted thereafter will not be accepted. Late submissions should also be submitted
through Blackboard.
DEPARTMENT OF SOCIAL WORK POLICY FOR AN INCOMPLETE (IN) GRADE
A grade of incomplete (IN) will only be assigned if, due to serious extenuating circumstances, the student is
not able to take the final exam or complete a major project by the due date. It is the instructor’s discretion
whether or not to allow a student to be assigned an incomplete grade and these situations will be evaluated
on a case-by-case basis.
GMU POLICY FOR AN INCOMPLETE (IN) GRADE
Faculty and student must sign the Incomplete (IN) Grade Agreement Form, which can be obtained in the
Social Work or GCH office.
ASSIGNMENTS
Student learning and achievement will be assessed as follows:
5. Final Project
25%
Due Date
ongoing
See course schedule
Sign up in class
Draft due: 4/17
Revision due: 4/24
5/8
6. Summary Reflection Paper
15%
5/15
1.
2.
3.
4.
Assignment
Participation and Attendance
Journal Entries
Leading Class Discussion
Issue Brief
Percent of Grade
15%
15%
15%
15%
Students will work in groups of 4-5 for leading class discussion, determining areas of focus for the issue
briefs, creating proposals for the final project, and implementing portions of the final project. Sign-up sheets
for thematic groups will be available on the first day of class.
1. Participation and Attendance (15%)
This course will be taught in seminar format. Therefore, it is imperative that students come to class
prepared by reading all assignments prior to class. The most effective learning is interactive and
collaborative, which requires student participation and cooperative interaction in class discussions and
small group work. For each class, students should be prepared to discuss the assigned readings, ask and
answer questions, and integrate reading material into class discussions and activities. Each student is
expected to be an active member of class discussions. This supports your learning as well as that of your
classmates. Please note that this portion of your grade is not based solely on attendance. However, if you
are not in class, your absence will be considered as de facto evidence of your non-participation.
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2. Journal Entries (15%)
In class we will be watching the documentary series, Unnatural Causes: Is Inequality Making Us Sick?
There are six half-hour segments in addition to the lead hour. Each week, after completing the required
readings and watching the segment, students will write a journal entry, which will be due by Thursday
evening at 11:59 p.m. Late journal entries (within one week of due date) will receive a 10 % deduction per
day late. Some weeks will not have a film segment, but journal entries should incorporate that week’s
readings and the class discussion. All journal entries should be submitted via the corresponding
assignment in Blackboard.
Journal entries will give the student an opportunity to reflect upon the readings, the class discussion and
the documentary segment or other materials from class to expand on their own thoughts and ideas about
how to advance social justice and health equity. Journal entries should identify key concepts and issues
presented in each assigned reading (at a minimum), and provide critical reflection and integration of the
readings and class discussion.
Questions to ponder may include, but are not limited to:





How has this topic typically been portrayed by the mainstream media or in the news?
In what ways did the material confirm or challenge ideas you held previously?
What have you learned from the readings, film, or discussion that challenges the mainstream way
of thinking about the issue(s)?
How does this issue affect other populations not discussed in the film or readings?
How can social workers, public health workers, and other human service professionals create
social change regarding this issue?
Please make sure to proofread your journal entries for grammar and spelling errors. Journal entries should
reflect the students’ ability and/or struggle to integrate the material and think about these issues in a
different way. Journal entries will be reviewed every week and graded a minimum of five times (20 points
each for a total of 100 points) throughout the semester. Since you will not know which journal entries are
graded, be sure to put forth your best effort for each journal entry.
3. Leading Class Discussion (15%)
Each thematic group will be expected to lead a portion of the class discussion at least once during the
course of the semester (all group members must actively participate). Preparation for leading the
discussion involves reading the assignments well before the date and thinking carefully about how to best
engage your classmates in a discussion. You can present new information, but should not present material
solely from the assigned readings. Instead, you should assume that each student has completed the
assigned readings and use various creative methods, activities, or questions to stimulate class discussion.
You can incorporate current events, media and popular culture, and anything else that you think will be
interesting. Your group should consult and coordinate with the instructor by the Monday prior to the
assigned date as discussion leader. For convenience, this planning can also take place on Blackboard
using a group planning discussion forum.
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4. Issue Brief (15%)
Each student will write an issue brief expanding on their thematic area, but focused for the community
forum/event. A draft issue brief suitable for peer review will be due on April 17th. Please bring four copies
without your name (for peer review) and one copy (to turn in) with your name on it. Each student will then
review, critique, and make helpful suggestions on their classmates’ issue briefs in order to help improve
them. Small groups will then work together to examine the comments and offer further suggestions for
refinement. Since the small groups will be focused on a thematic area, this process will also help individual
group members identify a specific focus for his/her issue brief.
Using these peer suggestions, each student will then rewrite the issue brief, which is due one week later on
April 24th. In addition to the revised issue brief, please provide a summary of the comments, and why you
did or did not incorporate the suggestions. The revised issue briefs will be graded on conciseness, content,
formatting, and integration of reasonable suggestions.
The issue briefs will be used as tools to educate others about a particular issue and are intended to assist
you in developing your skills in communicating clearly, concisely, and effectively; enhance your
professional development; and demonstrate that you have mastered an area of focus.
Over the course of the semester we will look at different types of issue briefs for style and formatting and
discuss ways to communicate ideas effectively. The goal is to create issue briefs that will be informative
and useful for the community forum. Students who produce excellent issue briefs for the community
forum/event will have the opportunity to receive an increase in points for their Issue Brief grade.
5. Community Forum/Event Final Project (25%)
The final project will involve both individual and small group efforts of everyone in the class. Within your
small groups, you will come up with a community intervention/social action proposal that focuses on your
thematic area. Small groups may also work together to produce a joint proposal. The proposal should
include the target audience, which segment(s) of the film you will use, activities/exercises you will use to
engage the audience, what outcomes you hope to achieve and how you will measure if those outcomes are
achieved. Each group will provide a one-page synopsis of the proposal and make a brief
presentation to the class on March 20th. As a class, we will determine how many and which of the
proposals to implement on or by March 27th. There may be several different topics or an overarching topic
with several subtopics.
Students’ individual grades for the final project will be based on the level of active contribution and
cooperation in the planning and execution of the final project, the overall quality of any materials produced
for the forum, the quality of the presentation, and evaluation from other group members.
6. Summary Reflection Paper (15%)
After the community forum, please write up a summary reflection paper (4-5 pages not including title page)
and submit on Blackboard by May 15th at 7:10 PM. Please write about both the content and process of the
final project and your reflections about the course content overall.
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Content: Think about the overall framework of the social determinants of health and identify 2-3 key themes
that have been the most interesting for you over the course of the semester and that may be helpful to you
in your future work. It may be helpful to read over your past journal entries to remind yourself of your
weekly learning process. Also, in this section, please include a paragraph or two about how you see social
workers and/or public health workers using the social determinants of health framework to address issues
of social justice.
Process: In this section, please reflect on both your own contribution as well as the group process for
planning the community forum. Please include your observations of the actual event as well. I am
interested in reading your perspective on the value of coordinating and writing the issues briefs, developing
the program, and working with other class members. Include both positive and negative observations of the
process.
Future Possibilities: Now that you have planned and pulled off a community forum, you may have some
thoughts about other ways to facilitate events that will encourage different groups of people to talk about
the social determinants of health. In the last section, please think about an innovative idea that you would
like to see implemented by social workers, public health workers, or other human service professionals. Be
as creative as you can and be specific in terms of what materials you would use, how you would organize
the event, what topics you would want to cover, your target audience, and what you would hope to
accomplish with this event.
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Class
Meetings
1/24
Topics/Activities
Introduction to the Course
What are the Social
Determinants of Health?
Unnatural Causes: In
Sickness and In Wealth
1/31
COURSE SCHEDULE
Readings & Assignments/Due Dates
Link, B.G., & Phelan, J. (2010). Social conditions as fundamental
causes of health inequalities: Theory, evidence, and policy
implications. Journal of Health and Social Behavior, 51(S), S28–
S40.
JOURNAL #1 DUE BY TUESDAY, 1/31 AT 11:59 pm-please note
that this is the only time that the journals are due one
week after class.
Place, Neighborhood, and
Health
Diez-Roux, A.V., & Mair, C. (2010). Neighborhoods and health. Annals
of the New York Academy of Science, 1186, 125–145.
Why is your street address
such a good predictor of your
health?
Williams, D. R., & Collins, C. (2001). Racial residential segregation: A
fundamental cause of racial disparities in health. Public Health
Reports, 116(5), 404–416.
Unnatural Causes: Place
Matters
Hood, E. (2005). Dwelling disparities: How poor housing leads to poor
health. Environmental Health Perspectives, 113(5), A311–A317.
JOURNAL #2 DUE BY THURSDAY, 2/1 AT 11:59 pm
2/7
Food Security and
Health
Unnatural Causes: Bad
Sugar
Scher Zagier, A. (2008, March 31). Food price inflation changes how
we shop. Associated Press. Retrieved from
http://www.newsvine.com/_news/2008/03/31/1401631-foodprice-inflation-changes-how-we-shop
California Center for Public Health Advocacy, PolicyLink, and the
UCLA Center for Health Policy Research (2008). Designed for
disease: The link between local food environments and obesity
and diabetes. Retrieved from
http://www.unnaturalcauses.org/assets/uploads/file/DESIGNEDF
ORDISEASE_FINAL.pdf
Archibold, R. C. (2008, August 31). Indians’ water rights give hope for
better health. The New York Times.
http://www.nytimes.com/2008/08/31/us/31diabetes.html?partner=
permalink&exprod=permalink&pagewanted=print
National Institute of Diabetes and Digestive and Kidney Diseases.
(2002). The Pima Indians: Pathfinders for Health. Washington,
DC: National Institutes of Health. Available at
http://diabetes.niddk.nih.gov/dm/pubs/pima/
JOURNAL #3 DUE BY THURSDAY, 2/9 AT 11:59 pm
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Class
Meetings
2/14
Topics/Activities
Racism imposes an added
health burden
Unnatural Causes: When the
Bough Breaks
Readings & Assignments/Due Dates
Drexler, M. (2007, July 15). How racism hurts – literally. Boston Globe.
Retrieved from
http://www.boston.com/news/globe/ideas/articles/2007/07/15/ho
w_racism_hurts____literally/
David, R., & Collins, Jr., J. (2007). Disparities in infant mortality:
What’s genetics got to do with it? American Journal of Public
Health, 97(7), 1191–1197.
Jones, C. P. (2000). Levels of racism: A theoretical framework and a
gardener’s tale. American Journal of Public Health, 90(8), 1212–
1215.
Gee, G., & Ford, C. (2011). Structural racism and health inequities. Du
Bois Review, 8(1), 115–132.
JOURNAL #4 DUE BY THURSDAY, 2/16 AT 11:59 PM
2/21
Immigrant Health
Is there something about life
in America that is harmful to
health?
Unnatural Causes: Becoming
American
Okie, S. (2007). Immigrants and health care – at the intersection of
two broken systems. New England Journal of Medicine, 357(6),
525-529.
Viruell-Fuentes, E. A. (2007). Beyond acculturation: Immigration,
discrimination, and health research among Mexicans in the
United States. Social Science & Medicine, 65, 1524-1535.
Cabrera, Y. (2002, August 11). Latina mothers poor in wealth, rich in
health. Milwaukee Journal Sentinel. Retrieved from
http://www.unnaturalcauses.org/assets/uploads/file/Latino%20pa
radox-Journal%20Sentinel.pdf
Wakabayashi, C. (2010). Effects of immigration and age on the health
of older people in the United States. Journal of Applied
Gerontology, 29(6), 697–719.
JOURNAL #5 DUE BY THURSDAY, 2/23 AT 11:59 p.m.
GCH/SOCW 445
Class
Meetings
2/28
Topics/Activities
Chronic Stress and Health
High demand + low control =
chronic stress
Unnatural Causes: Not Just a
Paycheck
Readings & Assignments/Due Dates
Avey, H. (2002). How U.S. laws and social policies influence chronic
stress and health disparities. Politics of race, culture, and health
symposium at Ithaca College. Retrieved from
http://www.unnaturalcauses.org/assets/uploads/file/AveyChronic_Stress_and_Health_Disparities.pdf
Jacobs, T. (2009, July 1). Getting laid-off may lead to early death – but
there are ways to cushion the severe health impact of job loss.
AlterNet. Retrieved from http://www.alternet.org/health/141021
deGraaf, J. (2008, August 17). In the U.S., we don’t take enough
vacation – really. San Francisco Chronicle. Retrieved from
http://www.sfgate.com
Perlman, D. (2004, November 30). Early aging tied to chronic stress.
San Francisco Chronicle. Retrieved from
http://www.sfgate.com/cgibin/article.cgi?file=/c/a/2004/11/30/MNGVNA3PDP1.DTL&type=h
ealth
JOURNAL #6 DUE BY THURSDAY, 3/1 AT 11:59 p.m.
3/6
Economic and Political
Inequality and Health
Community Efforts to Improve
Health
Unnatural Causes: Collateral
Damage
Williams, D. P., & Hampton, A. (2005). Barriers to health services
perceived by Marshallese immigrants. Journal of Immigrant
Health, 7(4), 317–326.
Reuther, C. (1997). Trouble in paradise. Environmental Health
Perspectives, 105(9). Retrieved from
http://ehp.niehs.nih.gov/docs/1997/105-9/focus-full.html
Accounts of U.S. payments for damage done by nuclear testing in the
Marshall Islands are available at:
www.nuclearclaimstribunal.com/
Syme, S. L. (2004). Social determinants of health: The community as
an empowered partner. Preventing Chronic Disease, 1(1), 1–5.
JOURNAL #7 DUE BY THURSDAY, 3/8 AT 11:59 p.m.
GCH/SOCW 445
Class
Meetings
Topics/Activities
3/20
Community Forum/Event
Planning
_______________________
PRESENTATIONS OF GROUP PROPOSALS AND ONE-PAGE
SYNOPSIS (PER GROUP) TO HAND OUT
_______________________________________________________
Community Forum /Event
Planning
Guest speaker on Population Health
________
3/27
Readings & Assignments/Due Dates
Decide on group proposals
SMALL GROUP MEETINGS
JOURNAL #8 DUE BY THURSDAY, 3/29 AT 11:59 p.m.
Provide synopsis of your group meeting and your understanding
of your individual and small group contribution to the project.
4/3
Social Justice and Health
Planning for Community
Forum/Event
Daniels, N., Kennedy, B. P., & Kawachi, I. (1999). Why justice is good
for our health: The social determinants of health inequalities.
Daedalus, 128(4), 215-251.
Gil, D. G. (2006). Reflections on health and social justice.
Contemporary Justice Review 9(1), 39-46.
JOURNAL #9 DUE BY THURSDAY, 4/5 AT 11:59 p.m.
SMALL GROUP MEETINGS
4/10
Community Forum /Event
Planning
4/17
Peer Review of Issue Briefs
DRAFT ISSUE BRIEF DUE IN CLASS – PLEASE BRING FOUR
COPIES WITHOUT YOUR NAME (FOR PEER REVIEW) AND ONE
WITH YOUR NAME (TO TURN IN)
4/24
We all pay the price for poor
health
Robert Wood Johnson Foundation Commission to Build a Healthier
America (2008). Overcoming obstacles to health: Stories, facts
and findings. Available at:
http://www.commissiononhealth.org/PDF/ObstaclesToHealthReport.pdf
Planning for Community
Forum/Event
REVISED ISSUE BRIEF DUE IN CLASS
5/1
Final Planning for Community
Forum/Event
5/8
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ALL MATERIALS FOR COMMUNITY FORUM/EVENT DUE
COMMUNITY EVENT/FORUM
Class
Meetings
Topics/Activities
Readings & Assignments/Due Dates
FINAL REFLECTION PAPER DUE VIA BLACKBOARD BY 7:30
p.m.
5/15
Recommended Readings:
Acevedo-Garcia D., Soobader, M. J., & Berkman, L. F. (2007). Low birthweight among US Hispanic/Latino
subgroups: The effect of maternal foreign-born status and education. Social Science and Medicine,
65(12), 2503–2516.
Adler N., & Newman, K. (2002). Socioeconomic disparities in health: Pathways and policies. Health Affairs,
21(2), 60–76.
Auerbach, J. & Krimgold B. (Eds.) (2001). Income, socioeconomic status, and health: Exploring the
relationships. Washington, DC: National Policy Association Academy for Health Services Research
and Health Policy.
Berkman L., & Kawachi, I. (Eds.) (2000). Social epidemiology. New York, NY: Oxford University Press.
Hofrichter, R. (Ed.). (2003). Health and social justice: Politics, ideology, and inequity in the distribution of
disease. San Francisco, CA: Jossey-Bass.
Kawachi, I., & Kennedy, B. (Eds.). (2002). The health of nations: Why inequality is harmful to your health.
New York, NY: The New Press.
LaVeist, T. (Ed.). (2002). Race, ethnicity, and health: A public health reader. San Francisco, CA: JosseyBass.
Navarro, V. (Ed.). (2002). The political economy of social inequalities: Consequences for health and quality
of life. Amityville, NY: Baywood Publishing Company.
Shonkoff, J., & Philips, D. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood
development. Washington, DC: National Academy Press.
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Smedley B. D., Stith, A. Y., & Nelson, A. R. (Eds.). (2002). Unequal treatment: Confronting racial and ethnic
disparities in health care. Washington, DC: National Academy Press.
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