the impact of the family dr. martha piper, former ubc president “my life was shaped by my family...

THE IMPACT OF THE FAMILY

Dr. Martha Piper, Former UBC President

“My life was shaped by my family”

© Dr. Francis Adu-Febiri, 2014

THE IMPACT OF THE FAMILY:Presentation Content

1. Educational Attainment & Educational Achievement

2. Economic Attainment

3. Health

4. Fertility

IMPACT OF THE FAMILY ON EDUCATIONAL IMPACT OF THE FAMILY ON EDUCATIONAL ATTAINMENT & EDUCATIONAL ACHIEVEMENTATTAINMENT & EDUCATIONAL ACHIEVEMENT

Educational Attainment = Level of Educational Attainment = Level of EducationEducation

Educational Achievement = Test Scores Educational Achievement = Test Scores

““Family background proves to be more Family background proves to be more important than test scores [educational important than test scores [educational achievement] in predicting who attends achievement] in predicting who attends university [educational attainment]” university [educational attainment]” (Henslin et al 2004: 342). (Henslin et al 2004: 342).

IMPACT OF THE FAMILY ON IMPACT OF THE FAMILY ON EDUCATIONAL ATTAINMENTEDUCATIONAL ATTAINMENT

Dr. Martha Piper and Dr. Bill Piper have Dr. Martha Piper and Dr. Bill Piper have two daughters. Emily is officially Dr. two daughters. Emily is officially Dr. Emily Piper, 34, a consulting Emily Piper, 34, a consulting Psychologist…and maintains a private Psychologist…and maintains a private practice aside. Her younger sister is now practice aside. Her younger sister is now Dr. Hannah Piper, 29, who, having Dr. Hannah Piper, 29, who, having graduated from Princeton (BSC) and graduated from Princeton (BSC) and Harvard (MD) is in the midst of a general Harvard (MD) is in the midst of a general surgical residency (Trek, Winter/Spring surgical residency (Trek, Winter/Spring 2006, p. 21). 2006, p. 21).

IMPACT OF THE FAMILY ON IMPACT OF THE FAMILY ON EDUCATIONAL ATTAINMENTEDUCATIONAL ATTAINMENT

The family has the strongest influence on the The family has the strongest influence on the educational aspirations, experiences, educational aspirations, experiences, achievements, attainments, and expectations achievements, attainments, and expectations of students. But for working class families in of students. But for working class families in which neither the mother nor the father has a which neither the mother nor the father has a university degree, higher education is a university degree, higher education is a foreign territory (Gilbert and McRoberts foreign territory (Gilbert and McRoberts 1977).1977).

What makes the most difference in our lives is family What makes the most difference in our lives is family socialization and not education socialization and not education per seper se, because of the , because of the power of the family’s value and definition of power of the family’s value and definition of education. education.

THE EDUCATION SYSTEMTHE EDUCATION SYSTEM

Many families erroneously see education as the transmission of information and ideas, instead of seeing education as the training needed to generate and make use of creative ideas (Pamela Hieronymi (2012, p. A5 CAUT Bulletin)

http://www.youtube.com/watch?http://www.youtube.com/watch?v=zDZFcDGpL4Uv=zDZFcDGpL4U

http://www.youtube.com/watch?v=iG9CE55wbtY&NR=1

FAMILY

Gender Race &Ethnicity

SocialClass

TestScores

EducationalTrack

VOCATIONAL:Lower classes

Minority Race/ethnicity

UNIVERSITY:Upper & Middle

classesDominant

race/ethnicity

EDUCATIONALATTAINMENT

HIGH

LOW

THE FAMILY, EDUCATIONAL ACHIEVEMENT AND EDUCATIONAL ATTAINMENT

Drop Out

FAMILY, EDUCATIONAL ACHIEVEMENT AND FAMILY, EDUCATIONAL ACHIEVEMENT AND EDUCATIONAL ATTAINMENTEDUCATIONAL ATTAINMENT

In effect, educational attainment is In effect, educational attainment is primarily a function of a combination of primarily a function of a combination of mental ability, effort, finances, cultural mental ability, effort, finances, cultural background, etc., background, etc., all of which have their all of which have their roots in the family.roots in the family.

FAMILY AND EDUCATIONAL ATTAINMENT:FAMILY AND EDUCATIONAL ATTAINMENT:

Country IllustrationCountry Illustration

1. USA: Even students with low SAT scores enter 1. USA: Even students with low SAT scores enter university since parents can afford tuition.university since parents can afford tuition.

2. JAPAN: Children of affluent parents attend 2. JAPAN: Children of affluent parents attend cram (‘juku’) schools that enhances their cram (‘juku’) schools that enhances their admission to prestigious universities and admission to prestigious universities and placement in prestigious companies.placement in prestigious companies.

3. EX USSR: Children of the more educated and 3. EX USSR: Children of the more educated and party members attended higher educational party members attended higher educational institutions.institutions.

4. EGYPT: Children of the wealthy are several 4. EGYPT: Children of the wealthy are several times likely to get higher education.times likely to get higher education.

5. THIRD WORLD: The children of the wealthy 5. THIRD WORLD: The children of the wealthy and powerful usually have education beyond the and powerful usually have education beyond the basic.basic.

6. CANADA ? ? ? 6. CANADA ? ? ?

EDUCATIONAL ATTAINMENT IN CANADA, BY FATHER’S EDUCATIONAL ATTAINMENT IN CANADA, BY FATHER’S EDUCATION LEVELEDUCATION LEVEL

FATHER’S EDUCATIONFATHER’S EDUCATION CHILDREN WITH POST-CHILDREN WITH POST-SEC EDUCATIONSEC EDUCATION

Grade 8 or lessGrade 8 or less 31%31%

Grade 9 –12/13Grade 9 –12/13 47%47%

Some Post-secondarySome Post-secondary 60%60%

Post-secondary graduatePost-secondary graduate 68%68%

Sources: Statistics Canada, General Social Survey, 1986.

The Effects of Parents’ Social Class on the Education of 19-Year Old Canadians

Bottom Second Third

Parent’s Income Quartile

Percentage attending universityPercentage not attending university partly because they can't afford itPercentage fromsingle-parenthouseholdPercentage with parents who have at least an undergraduate degree

Source: Frenette, 2007

BOTTOM LINE: BOTTOM LINE: FAMILY MATTERS IN EDUCATIONFAMILY MATTERS IN EDUCATION

““Family background proves to be more Family background proves to be more important than test scores in predicting who important than test scores in predicting who attends university” (Henslin et al 2004: 342). attends university” (Henslin et al 2004: 342).

THE AMERICAN CASE:THE AMERICAN CASE: Of the brightest 25% of high school students, Of the brightest 25% of high school students,

90% of those from affluent homes go to 90% of those from affluent homes go to college, while only 50% from low income homes college, while only 50% from low income homes do so. do so. Of the weakest students, 26% from Of the weakest students, 26% from affluent homes go to college, while only 6% affluent homes go to college, while only 6% from poorer homes do sofrom poorer homes do so (Henslin et al 2004). (Henslin et al 2004).


THE CANADIAN CASE:THE CANADIAN CASE: In Canada students from higher class In Canada students from higher class

backgrounds are far more likely to go to backgrounds are far more likely to go to university than students from lower class university than students from lower class families within the same cohort. If you rank families within the same cohort. If you rank families from the poorest to the richest, as the families from the poorest to the richest, as the income increases the likelihood that the income increases the likelihood that the children will attend institutions of higher children will attend institutions of higher learning also increases (Manski 1992-1993; learning also increases (Manski 1992-1993; Curtis, Livingston & Smaller 1992).Curtis, Livingston & Smaller 1992).

BOTTOM LINE: FAMILY MATTERS IN BOTTOM LINE: FAMILY MATTERS IN EDUCATIONEDUCATION

Most children of the less privileged families are Most children of the less privileged families are funneled into job training programs, while children of funneled into job training programs, while children of the middle classes families attend universities and the middle classes families attend universities and university transfer community colleges. The children university transfer community colleges. The children of the elite, in contrast, attend exclusive private of the elite, in contrast, attend exclusive private schools, such as Upper Canada College, where their schools, such as Upper Canada College, where their learning environment includes small classes and well learning environment includes small classes and well paid reputable teachers (Persell et al 1992). paid reputable teachers (Persell et al 1992).

Here they inherit cozy social network of the nation’s Here they inherit cozy social network of the nation’s and the world’s most elite institutions. Some of these and the world’s most elite institutions. Some of these networks are so efficient that a majority of these networks are so efficient that a majority of these private schools’ graduating classes are admitted to private schools’ graduating classes are admitted to McGill, University of Toronto Law School and McGill, University of Toronto Law School and University of Western Ontario’s Business School, or University of Western Ontario’s Business School, or to Harvard, Yale and Princeton (Henslin et al 2004). to Harvard, Yale and Princeton (Henslin et al 2004).


Some visible minority youth are Some visible minority youth are aiming higher when it comes to aiming higher when it comes to education largely education largely due to educational due to educational values promoted from within their values promoted from within their own familiesown families, , according to new according to new University of Alberta research.University of Alberta research.

http://www.uofaweb.ualberta.ca/http://www.uofaweb.ualberta.ca/sociology/news.cfm?story=44972). (April sociology/news.cfm?story=44972). (April 5, 20065, 2006

IMPACT OF FAMILY & IMPACT OF FAMILY & EDUCATION ON ECONOMIC EDUCATION ON ECONOMIC ATTAINMENTATTAINMENT

THE STORY OF THE IMPACT OF FAMILY AND EDUCATION

LEFT BEHINDSteven Barkan (2012, pp. 281-287)

LEFT BEHIND

The industrial economy with its focus on manufacturing left behind most western women, particularly feminized women.

The postindustrial economy with its focus on knowledge has left behind workers without post-secondary degrees.

Postindustrialization and globalization of the economy encourage outsourcing that has left behind Euro-American unskilled service workers in the areas of customer care, billing services, etc.

The emergent post-postindustrial global economy with its focus on thinking and relationships is leaving behind people with post-secondary degrees who are bankrupt in creative thinking, design thinking, and people skills. The new gender gap projects that the majority being

left behind by this new economy are men.

LEFT BEHIND

Pepper knows how you feel but Pepper knows how you feel but still wants your jobstill wants your job

A robot designed to read and respond to human emotions will be sold at Sprint Corp. stores in the United States by next summer. Marketed by SoftBank Corp., the four-foot-tall humanoid, named “Pepper,” dances, tells jokes and estimates human emotions based on observed expressions. SoftBank chairman Masayoshi Son said the company is investing in robotics to boost Japan’s domestic production, adding that he expects to replace 90 million jobs with 30 million robots. (Bloomberg News) (http://www.planetsmag.com/story.php?id=1708)

LEFT BEHIND

People left behind by the various economic systems are those who experience oversocialization in lower class families or undersocialization in middle/upper class families and undersocialization in the education system

IMPACT OF FAMILY & EDUCATIONIMPACT OF FAMILY & EDUCATION

1. Unemployment 1. Unemployment 2. Income 2. Income 3. Participation in House Work3. Participation in House Work 4. Labor Market Participation4. Labor Market Participation 5. Labor Force Participation5. Labor Force Participation 6. Health and Life Span6. Health and Life Span 7. Fertility7. Fertility

IMPACT OF FAMILY & EDUCATIONIMPACT OF FAMILY & EDUCATION

Unemployment:Unemployment: Let's consider the data. Across Ontario in Let's consider the data. Across Ontario in

2013, the average unemployment rate in 2013, the average unemployment rate in the 25-29 age bracket was just 6.5 per the 25-29 age bracket was just 6.5 per cent for university graduates. That figure cent for university graduates. That figure was 6.7 per cent for college grads, 10.8 was 6.7 per cent for college grads, 10.8 per cent for graduates of the trades, and per cent for graduates of the trades, and 10.3 per cent for high school graduates. 10.3 per cent for high school graduates. ((http://www.huffingtonpost.ca/bonnie-m-patterson/canada-university_b_5952274.html http://www.cou.on.ca/publications/reports/pdfs/cou-university-works-report---february-2014))

IMPACT OF EDUCATION ON INCOMEIMPACT OF EDUCATION ON INCOME

Education Level Median Annual Earnings

Post-Bachelor $66,535

Bachelor $56,048

Univ. below Bachelor

$47,253

College $42,937

Trades or Apprenticeship

$39,996

High School $37,403

Less than High School

$32,029

When a person who was born into a poor family graduates from college or university he/she has one in five chance of entering the top quintile of all income earners as an adult (Isaacs et al 2008).

AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: MENMEN

Degree Area Income

Actuarial Science $95,000

Mining, Metallurgical and Petroleum Engineering

$80,000

Electrical and Electronic Engineering

$73,000

Economics $72,000

Computer Science and Other Applied Mathematics

$70,000

Business, Commerce and management

$70,000

Chemistry $63,000

Source: Maclean’s Magazine, Nov. 19. 2007, p. 33

AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: MENMEN

Degree Area Income

Physics $58,000

Biology $52,000

Sociology $51,000

Social Work $49,000

Psychology $49,000

History $47,000

English $45,000

Source: Maclean’s Magazine, Nov. 19, 2007, p. 33

AVERAGE INCOMES FOR BACHELOR’S DEGREES IN AVERAGE INCOMES FOR BACHELOR’S DEGREES IN CANADA: MENCANADA: MEN

Degree Area Income

Philosophy $44,000

Fine Arts $42,000

Anthropology $40,000

Music $38,000

Those earning the above-average incomes generally had degrees in applied fields: business, engineering, plus some sciences. The one constant seems to be a solid grasp of math (Maclean’s Magazine, Nov. 19, 2007, p. 33).

AVERAGE ANNUAL SALARY OF 2009 SOCIAL AVERAGE ANNUAL SALARY OF 2009 SOCIAL SCIENCE GRADUATES: From Ontario SCIENCE GRADUATES: From Ontario Universities Universities

Six months after 2009 graduation $36,292

Two years after 2009 graduation $42,593

http://cou.on.ca/publications/reports/pdfs/2011-survey-highlights---ontario-graduate-employme

Lingering Myths about the Value of a Lingering Myths about the Value of a Social Science DegreeSocial Science Degree

Employment Rates of 2009 Social Science Graduates from Ontario Universities

Six months after 2009 graduation 86.2%

Two years after 2009 graduation 91.2%


Lingering Myths about the Value of a Social Science Lingering Myths about the Value of a Social Science DegreeDegree: : Skill MatchSkill Match

Six months after graduation, Six months after graduation, 76.3 per cent 76.3 per cent of of graduates from Ontario universities employed graduates from Ontario universities employed full-time considered their work either “closely” or full-time considered their work either “closely” or “somewhat” related to their university education.“somewhat” related to their university education.

Two years after graduation, Two years after graduation, 82.3 per cent 82.3 per cent of of graduates from Ontario Universities employed graduates from Ontario Universities employed full-time considered their work either “closely” or full-time considered their work either “closely” or “somewhat” related to their university education.“somewhat” related to their university education.


AVERAGE INCOMES FOR BACHELOR’S DEGREES IN AVERAGE INCOMES FOR BACHELOR’S DEGREES IN UNITED STATESUNITED STATES

http://www.huffingtonpost.com/2012/03/09/college-majors-one-percent_n_1335938.html?ref=canada&ir=Canada

Certain majors are more common among the Certain majors are more common among the nation's top earners, as seen in thenation's top earners, as seen in the infographic below from CollegeOnline.org. . Those who Those who majored in pharmaceuticals, chemical engineering majored in pharmaceuticals, chemical engineering and economics have the highest median earnings and economics have the highest median earnings of majors represented in the one percent, of majors represented in the one percent, according to data from theaccording to data from the U.S. Census Bureau's American Community Survey, , while concentrations such as health, English while concentrations such as health, English literature and ethnic and civilization studies have literature and ethnic and civilization studies have the lowest. the lowest.

Lingering Myths about the Value of a Lingering Myths about the Value of a Social Science Degree Social Science Degree

Some 84.2% of social science graduates were Some 84.2% of social science graduates were employed three years after graduating, employed three years after graduating, compared with 79% of arts and humanities compared with 79% of arts and humanities graduates and 78% of graduates with science graduates and 78% of graduates with science degrees, the figures suggest…They are also degrees, the figures suggest…They are also more likely to be in managerial or senior more likely to be in managerial or senior roles (UK’s Higher Education Statistics roles (UK’s Higher Education Statistics Agency (HESA), August 2013.Agency (HESA), August 2013.

The researchers define social sciences as including economics, The researchers define social sciences as including economics, management, business studies, anthropology, sociology, criminology, management, business studies, anthropology, sociology, criminology, human geography, media studies, town planning, education and human geography, media studies, town planning, education and politics.politics.

Ref: Ref: http://www.bbc.co.uk/news/education-24707507 Ref: Ref: http://www.kcl.ac.uk/sspp/departments/management/careers/What-Do-SS-Grad-Do---Campaign-for-http://www.kcl.ac.uk/sspp/departments/management/careers/What-Do-SS-Grad-Do---Campaign-for-

Social-Science-2013.pdfSocial-Science-2013.pdf

IMPACT OF FAMILY ON IMPACT OF FAMILY ON INCOME:INCOME:

Theoretical Theoretical PerspectivesPerspectives

IMPACT OF FAMILY ON INCOME:IMPACT OF FAMILY ON INCOME:Theory: The Power of Social Theory: The Power of Social RelationshipsRelationships

INTERACTIONIST PARADIGM:INTERACTIONIST PARADIGM: One of the most intriguing discoveries of One of the most intriguing discoveries of

the Grant Study was how significant men’s the Grant Study was how significant men’s relationships with their mothers are in relationships with their mothers are in determining their well-being in life. determining their well-being in life. For instance, Business Insider writes: : “Men “Men who had ‘warm’ childhood relationships who had ‘warm’ childhood relationships with their mothers took home $87,000 with their mothers took home $87,000 more per year than men whose mothers more per year than men whose mothers were uncaring. were uncaring.

((http://www.feelguide.com/2013/04/29/75-years-in-th-making-harvard-just-released-its-epic-study-on-what-men-require-to-live-a-happy-life/).).

IMPACT OF FAMILY ON INCOME: IMPACT OF FAMILY ON INCOME: Theory: The Power of Knowledge & SkillsTheory: The Power of Knowledge & Skills

FUNCTIONALIST PARADIGM: “The FUNCTIONALIST PARADIGM: “The MaMarrshmallow Test”shmallow Test” Society needs people to develop their skills [and Society needs people to develop their skills [and

knowledge] in order for society to realize its full knowledge] in order for society to realize its full potential, so it rewards those who make the sacrifices potential, so it rewards those who make the sacrifices necessary to develop those skills [and knowledge] necessary to develop those skills [and knowledge] through education. (Witt and Hermiston 2010, p. 23).through education. (Witt and Hermiston 2010, p. 23).

The ability to sacrifice or postpone The ability to sacrifice or postpone gratification is acquired through family gratification is acquired through family socialization.socialization.

https://www.youtube.com/watch?https://www.youtube.com/watch?v=QX_oy9614HQv=QX_oy9614HQ

IMPACT OF FAMILY ON INCOME: IMPACT OF FAMILY ON INCOME: Theory: The Power of Family CultureTheory: The Power of Family Culture

The culture of your family makes a difference.

“The love of money is the root of all evil” versus “ The lack of money is the root of all evil” (Kiyosaki & Lecter 2000, p. 13).

FUNCTIONALIST PARADIGM

IMPACT OF FAMILY ON INCOME: IMPACT OF FAMILY ON INCOME: Theory: The Power of Family CultureTheory: The Power of Family Culture

FUNCTIONALIST PARADIGM:FUNCTIONALIST PARADIGM:One of the reasons the rich get richer, One of the reasons the rich get richer,

the poor get poorer, and middle class the poor get poorer, and middle class struggles in debt is because the struggles in debt is because the subject of money is taught at home, subject of money is taught at home, not in school. Most of us learn about not in school. Most of us learn about money from our parents (money from our parents (Kiyosaki & Kiyosaki & Lechter 2000, p. 14).Lechter 2000, p. 14).

IMPACT OF FAMILY & EDUCTION ON INCOME: IMPACT OF FAMILY & EDUCTION ON INCOME: Theory: The Power of Social classTheory: The Power of Social class

Source: Robert Kiyosaki and Sharon Lechter (2001). Rich Dad, Poor Dad

SOCIAL CONFLICT PARADIGM

IMPACT OF FAMILY & EDUCATION ON INCOME: IMPACT OF FAMILY & EDUCATION ON INCOME: Theory: The Power of Social classTheory: The Power of Social class

SOCIAL CONFLICT PARADIGM:SOCIAL CONFLICT PARADIGM:Education does not so much provide Education does not so much provide

opportunity as reinforce the existing opportunity as reinforce the existing system of inequality by providing system of inequality by providing the illusion of opportunity…People the illusion of opportunity…People more or less end up in the same more or less end up in the same economic position in which they economic position in which they began their education journey (Witt began their education journey (Witt and Hermiston 2010, p. 23).and Hermiston 2010, p. 23).


Family location in the social stratification Family location in the social stratification system and the quality of social system and the quality of social relationships in the family influence relationships in the family influence peoples’ connections and experiences peoples’ connections and experiences with the world of work:with the world of work: The sectors of the economyThe sectors of the economy The labour marketsThe labour markets The evolving economic systems and The evolving economic systems and

their transition stagestheir transition stages


THE THREE SECTORS OF THE ECONOMY THE THREE SECTORS OF THE ECONOMY (Read page 386)(Read page 386)Primary SectorPrimary SectorSecondary SectorSecondary SectorTertiary SectorTertiary Sector


TWO LABOUR MARKETS: (Read p. 386-389)TWO LABOUR MARKETS: (Read p. 386-389) Primary Labour Market: ProfessionsPrimary Labour Market: Professions

“…“…requiring post-secondary training or requiring post-secondary training or education, provide a stable and comfortable education, provide a stable and comfortable salary, future growth and promotion potential, salary, future growth and promotion potential, and attractive fringe benefits…”and attractive fringe benefits…”

Secondary Labour Market: McJobsSecondary Labour Market: McJobs “… “… insecure and temporary, offer minimal pay, insecure and temporary, offer minimal pay,

and provide few opportunities to advance”.and provide few opportunities to advance”.


EVOLUTION OF THE ECONOMIC SYSTEMSEVOLUTION OF THE ECONOMIC SYSTEMS 1. Pre-Industrial Economy (Ecology Economy)1. Pre-Industrial Economy (Ecology Economy) 2. Industrial Economy (Brawn and Dexterity 2. Industrial Economy (Brawn and Dexterity

Economy)Economy) 3. Post-Industrial Economy (Knowledge 3. Post-Industrial Economy (Knowledge

Economy)Economy) 4. Post-postindustrial Global Economy 4. Post-postindustrial Global Economy

(Creative Ideas and People Skills Economy)(Creative Ideas and People Skills Economy)


http://www.thestar.com/business/http://www.thestar.com/business/2013/05/24/2013/05/24/decoding_canadas_skills_crisis.htmldecoding_canadas_skills_crisis.html

PEOPLE WITHOUT JOBS - JOBS PEOPLE WITHOUT JOBS - JOBS WITHOUT PEOPLEWITHOUT PEOPLE

IMPACT OF FAMILY & EDUCATION ON EMPLOYMENT: IMPACT OF FAMILY & EDUCATION ON EMPLOYMENT: Theory: The Power of Social class socializationTheory: The Power of Social class socialization

THE EDUCATION – JOBS GAP THE EDUCATION – JOBS GAP Universities are not, and should not be, in the business of

producing “plug and play” graduates – workers who can fit immediately into a specific job in which they will spend the rest of their lives. Rather, universities must provide the kind of broad intellectual and personal development that enables graduates to thrive in a world that is constantly changing, a world that demands INNOVATION [“crazy thinking” informed by creative thinking based on critical thinking—Adu-Febiri 2013] and adaptability, a world in which they will change jobs frequently between the time they enter the work force and the time they retire (Max Blouw Sept. 03, 2013, The Globe & Mail). Max Blouw Sept. 03, 2013, The Globe & Mail).

(http://www.theglobeandmail.com/commentary/universities-should-educate-employers-should-train/article14078938/).

IMPACT OF INCOME ON HEALTHIMPACT OF INCOME ON HEALTH

““Rich v. poor: The lives we can Rich v. poor: The lives we can expect from our income” expect from our income” By Andre PicardBy Andre Picard

http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-expect-from-our-income/article793139/expect-from-our-income/article793139/

Socio-economic determinants of Socio-economic determinants of health include education, housing, health include education, housing, physical environment and, above all, physical environment and, above all, income. Put bluntly, income. Put bluntly, poverty makes poverty makes people unhealthy and poverty kills.people unhealthy and poverty kills.


Only 51.2 per cent of Canadian men in the lowest income group (the bottom 10 per cent) can expect to live to age 75. By comparison, 74.6 per cent of high-income earners (the top 10 per cent) can expect to see 75.

That is a startling 23.4-point difference - not good odds.

For women, the comparative figures are 69.4 per cent of poor women living to 75, compared with 84.4 per cent of wealthy women. A smaller, but still significant, 15-point gap.

http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-expect-from-our-income/article793139/expect-from-our-income/article793139/


Being wealthy translated into 11.4 more years of healthy living for men and 9.7 for women.

There are a lot of numbers to digest here, but the bottom line is this: People's income (or lack thereof) has about twice the impact on their health as cancer does.

http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-http://www.theglobeandmail.com/life/health-and-fitness/rich-v-poor-the-lives-we-can-expect-from-our-income/article793139/we-can-expect-from-our-income/article793139/

The data tell us that the most powerful tool we have in our health-care armamentarium is income redistribution.

IMPACT OF INCOME & EDUCATION IMPACT OF INCOME & EDUCATION ON FERTILITYON FERTILITY

There is an inverse association between income per adult and fertility among countries, and across households this inverse association is also often observed. Many studies find fertility is lower among better educated women (T. Paul Schultz, Yale University: http://www.econ.yale.edu/~pschultz/cdp925.pdf

CONCLUSIONCONCLUSION

“ “Choose Your Parents Carefully” is my sarcastic topic to Choose Your Parents Carefully” is my sarcastic topic to draw attention to the significant impact of the family of draw attention to the significant impact of the family of orientation on peoples’ behavior and condition in human orientation on peoples’ behavior and condition in human society. The point is, one’s parents immensely shape one’s society. The point is, one’s parents immensely shape one’s destiny, so there is a need to choose your parents carefully destiny, so there is a need to choose your parents carefully if that is at all possible. But of course, we don’t choose our if that is at all possible. But of course, we don’t choose our parents. So whatever status we occupy because of our parents. So whatever status we occupy because of our parents is an “ascribed status”, not an achieved status”.parents is an “ascribed status”, not an achieved status”.

However, it is not your parents However, it is not your parents per se per se that make the that make the difference, but rather their locations in the social difference, but rather their locations in the social stratification system and their family culture. That is, stratification system and their family culture. That is, the quality of their relationships with the social the quality of their relationships with the social structure, particularly the education and economic structure, particularly the education and economic institutions as well as the innovative and teaminstitutions as well as the innovative and teamwork work values values of their family culture.of their family culture.

CONCLUSION

Therefore, the future belongs to people who grew up in families that socialize and encourage them to “think crazily, work effectively as team players, and keep up with math” (Fareed Zakaria “Innovators: Driving the Future”, GPS Special, CNN, Sunday November 30 2014).

People without these qualities are likely to be LEFT BEHIND!

CONCLUSION

Most innovations happen because of teamwork:

Teamwork: You have to know how to work with people and get others to want to work with you. It’s probably a crucial skill and yet the [formal] education system is mostly about solo performances (Jeff Bewkes, Chairman &CEO of Time Warner Inc., cited by Fareed Zakaria “Innovators: Driving the Future”, GPS Special, CNN, Sunday November 30 2014).

CONCLUSION

People who love the arts and humanities should endeavor to appreciate the beauties of Math and Physics…Otherwise, they will be left as bystanders at the intersection of arts and science where most digital-age creativity will occur. They will surrender the control of that territory to engineers (Walter Isaacson, author, The Innovators, cited by Fareed Zakaria, “Innovators: Driving the Future”, GPS Special, CNN, Sunday November 30 2014).

the impact of the family dr. martha piper, former ubc president “my life was shaped by my family...

Documents

educational aspirations

family socialization

economic attainment

higher education

definition of education

education system

test scores family background

fertility slide