Health Topics
Addressing Health Disparities

	ON THIS PAGE How CDC is Addressing Health Disparities Data & Statistics Science-based Strategies National, State, and Local Programs References SEE ALSO Publications Links
	RELATED RESOURCES Introduction to Health Disparities Health Risks and Disparities Experienced by Black Youth Health Risks and Disparities Experienced by Hispanic Youth

Health Disparities: An Introduction

What are health disparities?
Health disparities¹ are preventable differences in the burden of disease, injury, violence, or opportunities to achieve optimal health that are experienced by socially disadvantaged populations. These disparities are inequitable and are directly related to the historical and current unequal distribution of social, political, economic, and environmental resources.

Populations can be defined by factors such as race or ethnicity, gender, education or income, disability, geographic location (e.g., rural or urban), or sexual orientation.

What factors contribute to health disparities?

• Poverty
• Environmental threats
• Access to health care
• Individual and behavioral factors
• Educational inequalities

How are health disparities and educational inequalities interrelated?
Higher levels of education are associated with more years of life and an increased likelihood of obtaining or understanding basic health information and services needed to make appropriate health decisions.^2-4 Less education predicts higher levels of health risks, such as obesity, substance abuse, and violence.^5-6 At the same time, good health is associated with academic success. Health risks such as teenage pregnancy, poor dietary choices, inadequate physical activity, physical and emotional abuse, substance abuse, and gang involvement have a significant impact on how well students perform in school.^7-11

How CDC is Addressing Health Disparities

Addressing health disparities is a central focus of the strategic plans for both the U.S. Department of Health and Human Services (DHHS) and CDC. An overarching goal for DHHS’s Healthy People 2010, a set of health objectives for the nation, is eliminating health disparities, and two of CDC’s four health protection goals directly address the importance of reaching at-risk populations:

1. Healthy People in Every Stage of Life—All people, and especially those at greater risk of health disparities, will achieve their optimal lifespan with the best possible quality of health in every stage of life.
    
2. Healthy People in Healthy Places—The places where people live, work, learn, and play will protect and promote their health and safety, especially those at greater risk of health disparities.
   

Culturally appropriate school programs that address risk behaviors among youth, especially when coordinated with community efforts, could improve the health of populations at risk for health disparities, and the health of the nation as a whole. CDC’s Division of Adolescent and School Health (DASH), whose mission is to promote the health and well-being of children and adolescents to enable them to become healthy and productive adults, incorporates efforts to address health disparities [pdf 984K] among at-risk communities in every aspect of its work.

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Data & Statistics

Youth Risk Behavior Surveillance System (YRBSS)
The YRBSS monitors youth behaviors that contribute markedly to the leading causes of death, disability, and social problems in the United States. Reports from YRBSS document differences in health risk behaviors by sex and race/ethnicity.

Fact Sheets about Health Disparities Among Youth

• YRBS National Results by Sex [pdf 215k]
• YRBS National Results by Race/Ethnicity [pdf 223k]
• HIV-Related Risk Behaviors Among African American Youth [pdf 258K]
• HIV/AIDS Among Youth
• HIV/AIDS Among African Americans
• HIV/AIDS Among Hispanics/Latinos
• HIV/AIDS Among American Indians and Alaska Natives
• HIV/AIDS Among Asians and Pacific Islanders
• Hispanics and Tobacco
• Women and Tobacco

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Science-based Strategies

Action Steps to Address Health and Educational Disparities. Presents potential steps partners can take to address health and educational disparities among youth.

Compendium of HIV Prevention Interventions with Evidence of Effectiveness [pdf 1.7Mb]. Provides state-of-the-science information about interventions with evidence of reducing sex-and/or drug related risks and the rate of HIV/STDs.

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National, State, and Local Programs

Addressing Disparities: CDC’s Division of Adolescent and School Health [pdf 984K]. Provides examples of DASH-funded programs and surveillance, evaluation, and research activities that address health disparities among youth.

A Heightened National Response to the HIV/AIDS Crisis among African Americans. Focuses on expanding the reach of prevention services, increasing opportunities for diagnosing and treating HIV, developing new, effective prevention interventions, and mobilizing broader community action.

Diffusion of Effective Behavioral Interventions (DEBI).* Provides high-quality training and ongoing technical assistance on selected, evidence-based HIV/STD/viral hepatitis prevention interventions.

REACHing Across the Divide: Finding Solutions to Health Disparities (2007) [pdf 2Mb]. Highlights successes and lessons learned in eliminating health disparities through the REACH program.

The Power to Reduce Health Disparities: Voices from REACH Communities (2007) [pdf 6.7Mb]. Provides examples of how REACH communities are reducing health disparities and improving population health.

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References

1. CDC. Community Health and Program Services (CHAPS): Health Disparities Among Racial/Ethnic Populations. Atlanta: U.S. Department of Health and Human Services; 2008.
    
2. Liao Y, McGee D, Kaufman J, Cao G, Cooper R. Socioeconomic status and morbidity in the last years of life. American Journal of Public Health 1999;89(4):569–572.
    
3. Jemal A, Thun M, Ward E, Henley J, Cokkinides V, Murray T. Mortality from leading causes by education and race in the United States, 2001. American Journal of Preventive Medicine 2008;34(1):1–8.e7.
    
4. Breese P, Burman W, Goldberg S, Weis S. Education level, primary language, and comprehension of the informed consent process. Journal of Empirical Research on Human Research Ethics 2007;2(4):69–79.
    
5. Pamuk, E, Makuc, D, Heck K, et al. Socioeconomic Status and Health Chartbook. Health, United States, 1998. Hyattsville, MD: U.S. Department of Health and Human Services; 1998.
    
6. U.S. Department of Health and Human Services. Healthy People 2010 Objectives: Educational and Community Based Programs. Washington, DC: U.S. Department of Health and Human Services; 2000.
    
7. Choi Y. Academic achievement and problem behaviors among Asian Pacific Islander American adolescents. Journal of Youth Adolescence 2007;(36)4:403–415.
    
8. Stuart S, Sachs M, Lidicker J, Brett S, Wright A, Libonati J. Decreased scholastic achievement in overweight middle school students. Obesity 2008;16(7):1535–1538.
    
9. Valois RF, MacDonald JM, Bretous L, Fischer MA, Drane JW. Risk factors and behaviors associated with adolescent violence and aggression. American Journal of Health Behavior 2002;26(6):454–464.
    
10. Chomitz V, Slining M, McGowan R, Mitchell S, Dawson G, Hacker K. Is there a relationship between physical fitness and academic achievement? Positive results from public school children in the Northeastern United States. Journal of School Health 2009;79(1):30-37.
     
11. Field T, Diego M, Sanders CE. Exercise is positively related to adolescents’ relationships and academics. Adolescence 2001;36(141):105-110.
     

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Page last reviewed: May 04, 2009
Page last modified: May 04, 2009
Content source: National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health

Division of Adolescent and School Health
National Center for Chronic Disease Prevention and Health Promotion
Centers for Disease Control and Prevention
Department of Health and Human Services