Diminished Returns of Education on Self-Rated Health by Race, Rurality, and Southern Region

• In Event: Medical Sociology Section Roundtables
  In Refereed Roundtable (90 minute): Table 23. Social Determinants of Population Health

Abstract

Education is generally health-protective; however, the associated benefits are not equally distributed across race, rurality, and region. While few studies have examined race and place as moderators of the education-health association, no studies have explored how the protective effect of education on self-rated health varies by race, place, and Southern region. Prior research often views rural and Southern areas as homogenous, which obscures meaningful rural and Southern differences. Drawing on fundamental cause theory and the theory of diminished returns, we aim to address this theoretical and empirical gap by examining how the protective effect of education on self-rated health varies by race, rurality, and Southern region. Using National Health Interview Survey data from 2019-2024 and estimating logistic regression models, we find that the education-health association is significantly diminished for Black, rural, and Southern adults relative to their respective counterparts, and this diminishment is context-specific. For rural residents, diminishment occurs at higher education levels, as rural respondents see fewer gains from more than a high school education relative to those residing in urban counties. For Southerners, diminishment occurs at lower education levels, as there are fewer health benefits from a high school degree. Black adults see diminished returns as education increases to high school and higher education. These findings suggest that social and structural disadvantage differently affects self-rated health outcomes and highlight how rurality and Southern region independently and differentially moderate education’s returns on health.

Authors

• Kayli Morrison, University of Alabama at Birmingham

• Gabe H. Miller, The University of Alabama at Birmingham

• Verna M. Keith, University of Alabama at Birmingham