- Oxford Library Of Psychology
- Oxford Library of Psychology
- About the Editors
- Introduction: Why Study Poverty?
- How Poverty Gets Under the Skin: A Life Course Perspective
- Economic Hardship and Its Consequences Across Generations
- Poverty Status and the Effects of Family Structure on Child Well-Being
- Long-Term Consequences of Child Neglect in Low-Income Families
- Children and Families in Poverty: Federal Perspectives on Applied Research and Evaluation
- The Early Development of Vagal Tone: Effects of Poverty and Elevated Contextual Risk
- Maternal Mental Health and Child Health and Nutrition
- Fatherhood and Fathering Among Low-Income and Minority Men
- Adolescent Parenting: Risk and Protective Factors in the Context of Poverty
- Cognitive Development and Family Resources Among Children of Immigrant Families
- The Dynamic of Poverty and Affluence in Child Adoption
- Poverty, Stress, and Autonomic Reactivity
- Employment in Low-Income Families
- Nonstandard Work Schedules and Child Development
- How Welfare and Employment Policies Influence Children's Development
- Work-Family Policies and Child Well-Being in Low-Income Families
- SES, Childhood Experience, and the Neural Bases of Cognition
- Family Factors, Childcare Quality, and Cognitive Outcomes
- Child Health and Early Education
- Child Care and Early Education for Low-Income Families: Choices and Consequences
- Evidence-Based School Interventions to Reduce Achievement Inequality
- Poverty and HPA Functioning in Young Children
- Extrafamilial Contexts and Children's Conduct Problems
- Neighborhood Effects on Children's Achievement: A Review of Recent Research
- Children Living in Rural Poverty: The Role of Chaos in Early Development
- Homelessness and Child Outcomes
- Poverty and Possibility in the Lives of American Indian and Alaska Native Children
- Poverty, the Development of Effortful Control, and Children's Academic, Social, and Emotional Adjustment
- Preventive Interventions: Parenting and the Home Environment
- Interventions for Low-Income Families: Sesame Workshop's Educational Outreach and the Healthy Habits for Life Initiative
- Translating Longitudinal, Developmental Research With Rural African American Families Into Prevention Programs for Rural African American Youth
- Conditional Cash Transfer Programs: Effects on Growth, Health, and Development in Young Children
- Children in Global Adversity: Physical, Mental, Behavioral, and Symbolic Dimensions of Health
- Addressing the Consequences of Concentrated Adversity on Child and Adolescent Mental Health
- Everyday Distress: Psychosocial and Economic Impact of Forced Migration on Children and Families
- Cross-Cultural and Cross-National Parenting Perspectives
- Humanitarian Crises in Low-Resource Settings: Evidence-Based Mental Health and Psychosocial Interventions for Children
- Future Directions in Research on Children and Poverty
Abstract and Keywords
There is a large epidemiological literature documenting inverse relations between socioeconomic status (SES) and morbidity as well as mortality. In this chapter we focus on biological mechanisms to explain how disadvantage gets under the skin. We adopt a life course perspective on this topic because it illuminates several issues: whether the timing and duration of exposure to disadvantage over the life course matter, and factors that may cause biological mechanisms, changed by deprivation in early life, to persist throughout the life course. This chapter is organized into 5 major sections. Sections 1 through 3 review evidence linking SES or one of its primary constituents to disease-relevant biological mechanisms during childhood, during adulthood, and prospectively from childhood to adulthood, respectively, and section 4 examines the durability of early life deprivation and altered trajectories in biological mechanisms over the life course. We conclude with section 5, which presents a research agenda and discusses intervention consequences of a life course perspective on the biology of disadvantage.
Gary W. Evans, Departments of Design and Environmental Analysis and of Human Development, Cornell University.
Edith Chen, Department of Psychology, University of British Columbia.
Gregory Miller, Department of Psychology, University of British Columbia.
Teresa Seeman, Division of Geriatrics, David Geffen School of Medicine, University of California at Los Angeles.
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