Chinese (Mandarin)

Spanish

English

Hindi

Arabic (Modern Standard)

Portuguese

Bengali

Russian

Japanese

Punjabi

German

Javanese

Malay

Telugu

Vietnamese

Korean

French

Marathi

Tamil

Urdu

Turkish

Italian

Chinese, Yue / Cantonese

Thai

Gujarati

Chinese, Jin

Chinese, Min Nan

Dari

Farsi

Polish

Pashto

Kannada

Chinese, Xiang

Malayalam

Sundanese

Hausa

Odia

Burmese

Chinese, Hakka

Ukrainian

Bihari, Bhojpuri

Tagalog

Yoruba

Bihari, Maithili

Uzbek

Sindhi

Amharic

Fula

Romanian

Oromo

Igbo

Azerbaijani

Chinese, Gan

Dutch

Kurdish, Central

Kurdish, Northern

Kurdish, Southern

Malagasy

Lahnda, Saraiki

Nepali

Sinhalese

Chittagonian

Zhuang

Khmer

Turkmen

Assamese

Madurese

Somali

Marwari

Bihari, Magahi

Haryanvi

Hungarian

Chhattisgarhi

Greek

Chewa

Dakhini

Akan, Twi

Akan, Fante

Kazakh

Chinese, Min Bei

Sylheti

Zulu

Czech

Kinyarwanda

Marwari, Dhundhari

Haitian Creole

Chinese, Min Dong

Ilocano

Quechua

Kirundi

Swedish

Hmong

Shona

Uyghur

Hiligaynon

Mossi

Xhosa

Belarusian

Balochi

Anthropology

<OpenstaxParagraph>
	Attempting to address the inequalities of health care is a primary application of the work of critical medical anthropologists. Inequalities are apparent in relation to COVID-19, the global pandemic that has left no corner of the world untouched. A number of agencies in the United States, including the National Institutes of Health and the American Civil Liberties Union, have determined that Black and Latinx populations have been most negatively affected by the virus, both in health outcomes and overall deaths per capita relative to their portion of the population. Several states have emphasized the need to ignore personal safety for the sake of economic “health,” essentially stating a willingness to sacrifice workers so their economic prospects do not falter. Meanwhile, people working on the front lines faced what is tantamount to class violence, as they could not afford to stay safely at home and social distance; indeed, it can be argued that later this class violence still applied, as the divide between remote working and those forced to work on-site created a stark contrast. The health of “essential workers” is put at risk. Aside from health care professionals, the category frequently falls along class lines, with the majority of “essential workers” employed in the service industry, in factories, or making deliveries. Economic inequalities and lack of access to health care providers both play a role in these trends. Similarly, the World Health Organization has highlighted how poorer countries have had their access to the many forms of COVID-19 treatment and prevention restricted by the demands of richer countries like the United States and Australia.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Another area in which medical anthropologists have documented health-related inequalities in the United States is access to nutritious foods. It has been well established that poor access to foods, particularly highly nutritious, diverse foods, can negatively affect health. People who live in food deserts, which are areas lacking access to good food, are more likely to develop debilitating illnesses and suffer from a basic lack of nutrition in several major fields. Amplifying the effect of food deserts is that these same areas often also lack access to health care services.
</OpenstaxParagraph>
<OpenstaxParagraph>
	AIDS has provided a multigenerational study of the inequalities of health. At the beginning of the AIDS pandemic in the 1980s, the poorly understood disease was stated to be a “gay man’s virus” because it seemed to only affect gay and bisexual men. Medical anthropologists began studying the AIDS virus as early as 1983, with Norman <OpenstaxTerm>Spencer</OpenstaxTerm> notably studying cases in San Francisco. As the virus spread to other populations, research became more common and well-funded, receiving state support in some cases. Yet between poor and late funding and the spread of misinformation that took decades to reverse, AIDS devastated populations around the world. Medical anthropologist Brodie <OpenstaxTerm>Ramin</OpenstaxTerm> (2007) has applied anthropological knowledge and methods to AIDS treatment in Africa, utilizing cultural understanding to develop more effective methods of medical treatment and enhance public trust in these treatment methods.
</OpenstaxParagraph>
<OpenstaxFigure id="fig-00005" src="https://openstax.org/apps/archive/20240226.174525/resources/8d07289efa856750f88d4edc6157c75a9c5682e6" alt="Health care workers treat an injured person." mediaType="image/" width="800" height="532" />
<OpenstaxFigureText width="800">
	Figure 17.14 Partners in Health began treating HIV in Haiti at a time when world governments largely ignored it. Here, they offer help during the 2010 Haitian earthquake. (credit: “CG Officer works with Interpreter to Help Haitians” by Petty Officer 2nd Class Etta Smith/USCG Press/flickr, CC BY 2.0)
</OpenstaxFigureText>
<OpenstaxParagraph>
	Even today, AIDS is highly stigmatized and poorly treated in many places in the world. For over two decades now, Paul Farmer and Jim Yong Kim, both anthropologists and medical doctors, have worked with their organization, Partners in Health, to provide better health outcomes and access to poor, remote parts of the world. Their work has been instrumental in helping treat AIDS and other diseases in places such as Haiti. Jim Yong Kim used his role in the World Bank Group to help create better outcomes as well. Medical anthropology has the power to shape policy at the highest level of global health institutions, but it has much to overcome. Medical anthropologists are well aware of the severity of the problems of structural violence, systemic racism, and massive health inequalities around the world.
</OpenstaxParagraph>
<OpenstaxParagraph>
	The COVID-19 pandemic changed many aspects of many cultures, affecting people’s professional, educational, and personal lives. Medical anthropologists Vincanne <OpenstaxTerm>Adams</OpenstaxTerm> and Alex <OpenstaxTerm>Nading</OpenstaxTerm> have already begun to analyze the social impact of COVID-19: “The pandemic continues to precipitate simultaneous dread over what is to come and loss over what appears to be gone forever, including loved ones, ways of life, and conceptual and literal safety nets” (2020). The COVID-19 pandemic has illustrated how deeply intertwined health and culture can be. Elisa J. <OpenstaxTerm>Sobo</OpenstaxTerm>’s work on the anti-vaccine movement in 2016 is now freshly relevant, as some people fear and mistrust both the COVID vaccine and the health measures to slow or prevent the spread of the virus proposed by nonprofits and governments. Adams and Nading build upon Sobo’s research, exploring the central role of belief and culture in the development of policy at the local, state, national, and international levels during the COVID-19 pandemic.
</OpenstaxParagraph>
<OpenstaxParagraph>
	The COVID-19 pandemic has illustrated how deeply intertwined health and culture can be. Medical anthropology has a lot to offer public health and health care professionals. Incorporating medical anthropology and cultural competence into the training of health care professionals is a proactive step to begin addressing medical racism and the inequalities of health documented by medical anthropologists. It also gives health care professionals insight into the relationship between social health and physical and mental health priorities. The work of medical anthropologists on nutrition, reproduction, and infectious disease has significant implications for health care and public policy. Finally, understanding the wealth of cultural traditions and ethnomedical systems provides a greater appreciation for the diverse ways of understanding health and managing maladies. As the COVID-19 pandemic has demonstrated, health and health care are a complex social issue with global ramifications for billions of people.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Mini-Fieldwork Activity </OpenstaxNoteTitle> <OpenstaxH3> Health Perspectives Project: Interviews </OpenstaxH3>
	<OpenstaxParagraph>
		 
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		<OpenstaxU>Part 1: Develop Interview Questions</OpenstaxU>
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Select a health-related topic and develop ethnographic interview questions related to it. Keep it short: three to five questions relating to the anthropological topic you wish to study. Ideally, your interview questions will be open-ended rather than yes/no questions or questions that generate one word replies.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		<OpenstaxU>Part 2: Interview</OpenstaxU>
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Select appropriate people to interview, and set up a convenient time and place to interview them. Remember your safety is a top concern; do not meet with anyone in a place where you do not feel comfortable. Ideally, if you do not know the person well, you will want a public location that still affords a degree of privacy, such as the library or a coffee shop.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		<OpenstaxU>Interview Field Notes</OpenstaxU>
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Your notes should include the following:
	</OpenstaxParagraph>
	<OpenstaxUl>
		<OpenstaxLi>
			When and where the interview was conducted
		</OpenstaxLi>
		<OpenstaxLi>
			Your relationship to the interviewee (if any)
		</OpenstaxLi>
		<OpenstaxLi>
			The interviewee’s 
			<OpenstaxUl>
				<OpenstaxLi>
					Age
				</OpenstaxLi>
				<OpenstaxLi>
					Gender
				</OpenstaxLi>
				<OpenstaxLi>
					Occupation
				</OpenstaxLi>
				<OpenstaxLi>
					Native language
				</OpenstaxLi>
				<OpenstaxLi>
					Nationality/country of origin
				</OpenstaxLi>
			</OpenstaxUl>
		</OpenstaxLi>
		<OpenstaxLi>
			Any other details that are relevant to your interview (Example: religion, sexuality, race/ethnicity, role in family, etc. Only ask these if it seems to be relevant to your topic and questions.)
		</OpenstaxLi>
	</OpenstaxUl>
	<OpenstaxParagraph>
		Take notes not only on what the person said, but how they said it and what you think it might mean in a broader context. Reflect on body language, emotion, tone, and emphasis whenever possible.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Include significant quotes and your reflection on the quotes’ significance in the context of the interview.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Explain why and how you selected the person that you interviewed. Do you think that you had the necessary rapport to receive full and honest answers? Was your interviewee knowledgeable about the topic of your interview? What additional questions might you want to ask in the future?
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Reflect on your experience and what you might do differently next time.
	</OpenstaxParagraph>
</OpenstaxNote>

17.4.4 The Inequalities of Health

1 What Is Anthropology?

1.1 The Study of Humanity, or "Anthropology Is Vast"

1.1.1 The Heart of Anthropology: Central Narrative and Commitments

1.1.2 Central Commitment #1: Exploring Sociocultural Diversity

1.1.3 Central Commitment #2: Understanding How Societies Hold Together

1.1.4 Central Commitment #3: Examining the Interdependence of Humans and Nature

1.2 The Four-Field Approach: Four Approaches within the Guiding Narrative

1.2.1 Biological Anthropology

1.2.2 Archaeology

1.2.3 Cultural Anthropology

1.2.4 Linguistic Anthropology

1.2.5 How the Four Fields Work Together: The Example of Race

1.3 Overcoming Ethnocentrism

1.3.1 Enculturation and Ethnocentrism

1.3.2 Primitivism and Orientalism

1.4 Western Bias in Our Assumptions about Humanity

1.4.1 Primitivism and Orientalism in Popular Culture

1.4.2 The Bias of Backwardness

1.5 Holism, Anthropology’s Distinctive Approach

1.5.1 Society as an Integrated Whole

1.5.2 Sources of Contradiction, Conflict, and Change

1.6 Cross-Cultural Comparison and Cultural Relativism

1.6.1 Relativism Is Not “Anything Goes”

1.6.2 Morality, Activism, and Cultural Relativism

1.7 Reaching for an Insider’s Point of View

1.7.1 The Challenge of Representing Others

1.7.2 Collaborative Methods of Representation

1.7.3 Working across Cultures toward Common Goals

1.7.4 Suggested Readings

2 Methods: Cultural and Archaeological

2.1 Archaeological Research Methods

2.1.1 Archaeological Techniques

2.1.2 Archaeological Dating Methods

2.2 Conservation and Naturalism

2.2.1 Early Efforts

2.2.2 Salvage Anthropology

2.2.3 Museum Collections

2.2.4 Interpretation and Voice

2.3 Ethnography and Ethnology

2.3.1 The Development of Ethnography and Ethnology

2.3.2 Perspective and Interpretation in Ethnography

2.4 Participant Observation and Interviewing

2.4.1 Participant Observation

2.4.2 Interviewing Informants

2.4.3 Ethical Considerations

2.5 Quantitative and Qualitative Analysis

2.5.1 Differences between Quantitative and Qualitative Information

2.5.2 Modeling

2.5.3 The Science of Anthropology

2.6 Collections

2.6.1 Archives

2.6.2 Three-Dimensional Collections

2.6.3 Ownership

2.6.4 Suggested Readings

3 Culture Concept Theory: Theories of Cultural Change

3.1 The Homeyness of Culture

3.2 The Winkiness of Culture

3.3 The Elements of Culture

3.3.1 Culture Is What We Make

3.3.2 Culture Is What We Do

3.3.3 Culture Is What We Think

3.4 The Aggregates of Culture

3.4.1 Symbols

3.4.2 Ritual

3.4.3 Social Structure

3.5 Modes of Cultural Analysis

3.5.1 Evolution, Adaptation, and Historical Particularism

3.5.2 Functionalism

3.5.3 Structuralism

3.5.4 Ontology

3.6 The Paradoxes of Culture

3.6.1 Paradox 1: Culture Is Continuous, but It Changes

3.6.2 Paradox 2: Culture Is Bounded but Mobile

3.6.3 Paradox 3: Culture Is Consensual but Contested

3.6.4 Paradox 4: Culture Is Shared, but It Varies

3.6.5 Suggested Readings

4 Biological Evolution and Early Human Evidence

4.1 What Is Biological Anthropology?

4.1.1 Looking to the Deep Past

4.1.2 Exploring What It Means to Be Human

4.2 What’s in a Name? The Science of Taxonomy

4.2.1 Defining the Science of Taxonomy

4.2.2 Defining a Species

4.3 It’s All in the Genes! The Foundation of Evolution

4.3.1 The Units of Life

4.3.2 Gregor Mendel and the Laws of Heredity

4.3.3 Mendelian Inheritance in Humans

4.4 Evolution in Action: Past and Present

4.4.1 Early Evolutionists and the Fixity of Species

4.4.2 Charles Darwin’s Role in Changing Views of the Natural World

4.4.3 Understanding Darwin’s Theory of Natural Selection

4.5 What Is a Primate?

4.5.1 What Is a Primate?

4.5.2 Primate Behavioral Variation

4.5.3 Explaining Primate Success

4.5.4 Primate Classification and Taxonomy

4.6 Origin of and Classification of Primates

4.6.1 Understanding Concepts of Time

4.6.2 Fossils and Dating Methods