Dr. Sherman James, Part 6: What is a Social Epidemiologist? | SC African American History Calendar (2021)

May 2021 African American History Calendar Honoree Dr. Sherman James, who taught at Duke University, University of North Carolina – Chapel Hill, and the University of Michigan – Ann Arbor, explains the role and function of a social epidemiologist.

A social epidemiologist, Dr.  Sherman James is the Susan B. King Distinguished Professor Emeritus of Public Policy at Duke University. He taught at Duke, the University of North Carolina – Chapel Hill, and the University of Michigan – Ann Arbor. In the early 1980s, Dr. James formulated the John Henryism Hypothesis, which posits that repeated, “high-effort” coping (“John Henryism”) over many years with adversity, including adversity caused by structural racism, contributes to the well-known high risk for hypertension in African Americans. He received many awards and accolades for his work.

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Standards

• This indicator was designed to promote inquiry into military and economic policies during World War II, to include the significance of military bases in South Carolina. This indicator was also developed to foster inquiry into postwar economic developments and demographic changes, to include the immigration of Jewish refugees following the Holocaust.
  • 8.5.E Utilize a variety of primary and secondary sources to analyze multiple perspectives on the cultural changes in South Carolina and the U.S.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.
    • I.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.
    • I.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.
    • I.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.
• 7.L.4 The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how environmental factors and the use of technologies influence the transfer of genetic information.
  • 7.L.4A Inheritance is the key process causing similarities between parental organisms and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance...
    • 7.L.4A.6 Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genet...