University of Massachusetts Influence and Life of American Poverty Discussion Paper

University of Massachusetts Influence and Life of American Poverty Discussion Paper University of Massachusetts Influence and Life of American Poverty Discussion Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Unformatted Attachment Preview *Socioeconomic Class Please reflect upon your own history with socioeconomic status(es) and how it informs your outlook in society. 1. Has your socioeconomic status ever changed within your life or recent generations? 2. How do you think your upbringing influenced your beliefs about your own class background, assumptions, politics, and economic decisions? 3. What stood out to you most from each film (Class Dismissed and The Line: Poverty in America)? Did it confirm or challenge your own beliefs about wealth and poverty? 4. How about this week’s reading, Stop Skipping Class? How does an individual’s class background may influence their long term outcomes? 5. Based on the concept of intersectionality, how do you think your own socioeconomic class background/culture influence your political views? *On politics 1. Please discuss what other influences may have shaped your political views. For example, is there a political party that is often associated with your cultural background? Is that assumption accurate? 2. What assumptions do you think other people may have about your political views? 3. How have you navigated your political journey and how have you discussed politics among family members, friends, and coworkers? 4. If you have a chance to sit with someone who is from a different political party/slant than yourself, what do you think can ease the tensions in the current divided states in politics? *On Poverty 1. How would you define poverty? What do you think causes it? 2. Is poverty relative? Would people who are considered poor in one society be considered rich in another? 3. Do you think that it is a government’s responsibility to provide welfare assistance or should it be the responsibility of charities? Why? 4. It is often said that the rich are growing richer, and the poor are growing poorer. Do you agree? If so, why is it happening? *On HomelessnessUniversity of Massachusetts Influence and Life of American Poverty Discussion Paper 1. Do you witness many homeless people in your neighborhood? 2. How do you feel when you see people who live on the street? 3. Do you think that people who live on the street are to blame for their situation? 4. Have you ever had a conversation with a homeless person? What did they tell you? What would you expect them to tell you? 5. How would your life change if you lost your home? 6. How would you spend your time if you became homeless? Stop Skipping Class: Why socioeconomic status (SES) matters 11/18/20, 3:13 PM The SES Indicator (/pi/ses/resources/indicator/) | September 2015 (/pi/ses/resources/indicator/2015/09/) Stop Skipping Class: Why socioeconomic status (SES) matters SES has been shown to predict health, achievement, success and mortality, yet there is a dearth of psychological research on SES and social class. By Meagan Sweeney, MA (https://www.apa.org/search?query=&fq=ContributorFilt:%22Sweeney, Meagan%22&sort=ContentDateSort desc) The income gap — or the difference in wages between the highest paid and lowest paid — is increasing in the United States. This nation’s rate of poverty for children is among the highest in the industrialized world (APA, 2007). Between 2009 and 2013, 15.4 percent of the U.S. population was below the Federal Poverty line (U.S. Census Bureau, 2015). Socioeconomic status (SES) has been shown to predict health, achievement, success and mortality (APA, 2007). However, despite the clear importance of SES, psychology as a field has not researched SES sufficiently or adequately (APA, 2007; Diemer et.al., 2012). This article will discuss the significance of measuring SES and the challenges in doing so. How SES Affects Outcomes SES affects outcomes in different ways. In fact, SES is considered by some to be the most important influence in morbidity and mortality (Adler & Snibbe, 2003). Firstly, those of lower SES have less access to health care (APA, 2007). Those of higher SES have access to more health knowledge, better housing and nutrition, and better health care (Adler & Snibbe, 2003). Many of those of lower SES are exposed to more environmental https://www.apa.org/print-this Page 1 of 6 Stop Skipping Class: Why socioeconomic status (SES) matters 11/18/20, 3:13 PM hazards, either through their housing, i.e. lead or through their work, i.e. toxic fumes (APA, 2007). Those of lower SES are more likely to engage in unhealthy behaviors such as smoking or eating a high fat diet. This phenomenon in and of itself has many contributing factors, such as the location of food deserts, where healthy food cannot be found, in poorer areas and lack of knowledge about health (APA, 2007). Health It is well known that the effect of SES on health is a gradient rather than dichotomous. Middle class people are healthier than poor people; but rich people are healthier than middle class people. Simply rising out of poverty does not place you on the same playing field as everyone else, health wise (Sapolsky, 2005). Some of that can be attributed to stress; those of lower SES are exposed to more stressors overall, and have a larger response to stressful events (APA, 2007; Adler & Snibbe, 2003). Mental health is affected by SES as well. University of Massachusetts Influence and Life of American Poverty Discussion Paper In a natural experiment involving 1420 children, some families were suddenly raised out of poverty due to the opening of a casino which offered employment. Moving out of poverty was associated with a decrease in psychiatric symptoms in the children over four years — to the same rate as the families that were never poor. (Costello, et.al, 2013). Mental Health Subgroups In addition, how SES affects mental health differs based on subgroups. Poor in urban areas suffer from overcrowding, stress and prejudice more often, while the poor in rural areas suffer more from a lack of access to education and medical services, social isolation and under-stimulation (APA, 2007). Those of lower SES have higher levels of hostility and anger, understandably and are more likely to see threat everywhere, thereby increasing stress levels (APA, 2007). Hopelessness is also pervasive among the poor, and has a negative relationship with health (Adler & Snibbe, 2003). Mental health treatment is also affected by SES. Psychologists who do not consider SES when making treatment recommendations may prescribe homework that is impossible. https://www.apa.org/print-this Page 2 of 6 Stop Skipping Class: Why socioeconomic status (SES) matters 11/18/20, 3:13 PM For instance, if the therapist recommends exercise, but the patient has no time because they are working two jobs, they may not complete the work. Sometimes in these situations, the therapist sees the lack of completion as noncompliance rather than as a result of a barrier (APA, 2007). SES has been shown to be associated with effectiveness in therapy, an alarming finding considering that those with lower SES often suffer from more psychopathololgy (Liu, et.al., 2004). Poverty The stress of SES is exacerbated by the stigma of poverty, especially in the United States (Williams, 2009). People are more likely to contribute success/poverty to internal, individualistic characteristics, such as intelligence, ambition or laziness, rather than structural, external, societal cues, such as poor education or bias (Diemer et.al, 2012). Attributes of an individual are often seen as being either achieved or ascribed; for instance, one’s race is ascribed. However, an individual’s SES is almost always thought of as achieved, suggesting a belief in control over one’s circumstances (Williams, 2009). The belief in a just world implies that those of lower SES deserve to be poor and that they are failures (Cozzarelli, Wilkinson, & Tagler, 2001; Bullock & Lott, 2001). Even when it is acknowledged that poverty creates barriers, it is assumed that those road blocks can be overcome with an individual’s own effort, if they try hard enough (Cozzarelli, Wilkinson & Tagler, 2001). Even those that are poor have these thoughts; they assume that their situation is temporary, and that they can rise out of poverty with their own willpower (Williams, 2009). Public Education Public education is seen as the great equalizer, and the ability to gain an education is considered a birthright (APA, 2007). Those children of higher SES have more access to tutors, experience less bias from teachers and have private schooling as an option. Education is not equal for all; instead many children of lower SES live down to expectations, as others do not encourage them to succeed (APA, 2007). In this way, it becomes a self-fulfilling prophecy. https://www.apa.org/print-this Page 3 of 6 Stop Skipping Class: Why socioeconomic status (SES) matters 11/18/20, 3:13 PM Controlling for SES in Analyses While it is evident that SES is an important indicator of outcomes, and despite the previously discussed research, social class is understudied in psychology. Compared to other sources of stigma, such as race and gender, there seems to be little interest in psychology to research SES (Ostrove & Cole, 2003). This is problematic as SES is highly correlated with race, ethnicity, gender, sexuality orientation, gender identity, age and disability status (APA, 2007). Review articles have found that researchers of race often fail to control for SES in their analyses; racial-ethnic disease differences sometimes disappear when SES is controlled for (Adler & Snibbe, 2003). This means that disparities in prevalence rates are not entirely due to genetics, the way they have been construed in the past (Oakes & Rossi, 2003).University of Massachusetts Influence and Life of American Poverty Discussion Paper In a review of 40 years of research on AfricanAmerican children, 23 percent of the studies confounded race and SES (Ensminger et.al., 2003). “Researchers tended to compare low-income African-Americans to middle income European Americans without controlling for the effect of SES,” (p. 20). On the rare occasion that SES is included in a research study, it is often considered as just a control variable rather than investigated as a direct effect or as a mediator/moderator (Ostover & Cole, 2003). “This practice is problematic because whereas controlling for social class may yield less biased estimates, it does not address whether the nature of the relationships or mechanisms among the study variable are mediated or moderated by social class,” (Diemer et.al., 2012, p. 2). In addition, when SES is controlled for, often there is not a discussion of how it was assessed and how that choice in measurement could affect the theoretical model being studied. While indicators of SES are correlated with each other, they are distinct and not interchangeable, and how a question is asked will alter the results (APA, 2007; Duncan et.al, 2002). Overall, class is missing from the multicultural competence expected of psychologists (APA, 2007). Compared to other identities, there is a dearth of research focusing on class and it is seldom even included as a control variable. When it is measured, it is done without consideration of the implications of the questions being asked. The APA is https://www.apa.org/print-this Page 4 of 6 Stop Skipping Class: Why socioeconomic status (SES) matters 11/18/20, 3:13 PM concerned by this and hopes that a surge in future research will address more of the measurement issues as well as providing more information on the effects of class on outcomes (2007). See the companion piece to this article for recommendations on ways for class to be included in research. References Adler, N.E., Snibbe, A.C. (2003). The role of psychosocial processes in explaining the gradient between SES and health. Current Directions in Psychological Science, 12, 119-123. APA Task Force on SES. (2007). Report of the APA Task force on SES. Washington, D.C.: APA. Bullock, H.E. & Lott, B. (2001).University of Massachusetts Influence and Life of American Poverty Discussion Paper Building a research and advocacy agenda on issues of economic justice. Analyses of Social Issues and Public Policy, 1, 147-162. Costello, E.J., Compton, S.N., Keeler, G., Angold, A. (2003). Relationships between poverty and psychopathology: A natural experiment. JAMA, 290, 2023-2029. Cozzarelli, C., Wilkinson, A.V., Tagler, M.J. (2001). Attitudes towards the poor and attributions for poverty. Journal of Social Issues, 57, 207-228. Diemer, M.A., Mistry, R.S., Wadsworth, M.E., Lopez, I., Reimers, F. (2013) Best Practices in Conceptualizing and Measuring Social Class in Psychological Research. Analysis of Social Issues and Public Policy, 00(0). 1-37. Duncan, G.H., Daly, M.C., McDonough, P., Williams, D.R. (2002). Optimal Indicators of Socioeconomic Status for Health Research. American Journal of Public Health, 92(7). 1151-1157. Ensminger, M.E., Fothergill, K.E., Bornstein, M.H., & Bradley, R.H. (2003). A decade of measuring SES: What it tells us and where to go from here. Socioeconomic status, parenting, and child development, 13-27. Liu, W.M., Ali, S.R., Soleck, G., Hopps, J., Dunston, K., Pickett Jr., T. (2004). Using social class in counseling psychology research. Journal of Counseling Psychology, 51(1), 3-18. https://www.apa.org/print-this Page 5 of 6 Stop Skipping Class: Why socioeconomic status (SES) matters 11/18/20, 3:13 PM Moore, J.C., Stinson, L.L., Welniak Jr., E.J. (2000). Income measurement error in surveys: A review. Journal of Official Statistics, 16(4), 331-361. Oakes, J.M. & Rossi, P.H. (2003). The measurement of SES in health research: Current practice and steps towards a new approach. Social Science and Medicine, 56, 769-784. Ostrove, J.M. & Cole, E.R. (Eds). (2003). Psychological meanings of social class in the context of education. Journal of Social Issues, 59(4). 677-692. Sapolsky, R. (2005, December). Sick of poverty. Scientific American, 293(6). 92-99. U.S. Census Bureau (2015). Retrieved from: http://quickfacts.census.gov/qfd/states/11000.html (http://quickfacts.census.gov/qfd/states/11000.html) . William, W.R. (2009). Struggling with Poverty: Implications for theory and policy of increasing research on social class based stigma. Analyses of Social Issues and Public Policy, 9(1). 37-56. The content I just read: IS RELEVANT MAY NEED AN UPDATE Find this article at: https://www.apa.org/pi/ses/resources/indicator/2015/09/socioeconomic-status https://www.apa.org/print-this Page 6 of 6 … Purchase answer to see full attachment Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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