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Anthropology 545: Biologies of Poverty
Syllabus and Statement of Course Policy
Class Time and Location:
Winter 2013, 1/7/13 – 3/15/13
T, TH 12:00p-1:50p Waldo 200
Course Credits: 4 credits, course meets 4 hours per week
Instructor Contact Information: Melissa Cheyney PhD, CPM, LDM
E-mail: [email protected]
Office hours: TH 2:00 – 3:00 pm, or by appointment
Waldo Hall 272 Reproductive Health Lab
Voice mail: 541-737-3895
Prerequisites, Co-requisites and Enforced Prerequisites: In order to participate in this class,
graduate standing, or if an undergraduate, a minimum of 6 credits of anthropology course work
and instructor approval, is required.
Course Content and Structure: This course is a readings-based discussion seminar on the
applications of biological and biocultural anthropological theory to questions of embodiment and
poverty. Our focus will be on the major theoretical frameworks, methodological developments
and controversies within the subfield of biocultural anthropology including the biological race
concept, sociobiology, evolutionary psychology, the new biocultural synthesis, Darwinian
feminism and anthropological demography. Together we will explore the ways these theoretical
and methodological developments enable us to measure and explain the ways poverty and
inequality become embedded beneath our skin—that is, the ways culture, belief, difference,
power and discrimination are written on our bodies, and thus contribute to inequities in health
and wellness measures across populations. In order to facilitate discussion of the readings in
these core areas, each topic area will have two students designated as discussion leaders. These
students will present a summary of the articles assigned for their week and then lead discussion
via a series of prepared questions. My role in the course is to serve as a guide and moderator of
discussion. I will also provide background lecture material in some areas where student
preparation may be less well developed.
Student Learning Outcomes:
Upon completion of this course, students will be able to:
1) identify and critically evaluate advanced theories and methods commonly used in
biocultural anthropology to understand questions of embodiment and health.
2) discuss the ways human variation and adaptation are intricately related to evolutionary,
sociocultural, ecological, biological and political-economic systems.
3) describe the historical development of biocultural theory in anthropology as it applies to
questions of poverty, discrimination, psychosocial stress and poor health outcomes.
4) discuss the ways evolutionary biology, cultural and political economy interacts and
influence health outcomes in past and present human groups.
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5) identify a set of specific questions related to the biologies of poverty and critically
explore them in a series of response papers.
Learning Resources:
Articles are available under “Assignments” on Blackboard as pdf’s.
In addition, on day one of class, we will select one ethnography from a list of five possible
options that focuses on the ways poverty and discrimination can become embodied, influencing
health outcomes. We will discuss this book week ten.
Evaluation of Student Performance:
1) Class participation (100 points): Completing the weekly readings is a key component of this
course. We will not be able to have a productive discussion if the readings are not completed
on time. Please regard this as a high priority. Since this class is structured as a seminar, I
expect you to be intimately acquainted with the readings before class and to come prepared
to engage in discussion. Your active and energetic participation is essential to doing well in
class. Everyone has their own study methods, but other students have found it useful to
devote one day/evening per week to getting the readings done, with note-taking, and another
few hours to review the articles and prepare for discussion. I strongly recommend not trying
to cram all the reading into the night before class! Your participation in class is worth 100
points toward your final grade.
2) Student Response Papers (7 papers at 100 points each = 700 points): Students will hand in a
reflective essay (2-4 double-spaced typed pages) on the readings and discussions for the
weeks/topics designated on the syllabus. These essays are due in class on the Tuesday of the
week following discussion. They are designed to help you use writing as a way of thinking
through complex ideas as you prepare for the final paper. I expect you to summarize what
you understand to be the key issues discussed in the readings. How do these points relate to
the other readings and discussions in the class? The response papers should also serve as an
opportunity for you to synthesize your own ideas, formulate questions, respond to class
discussion, express criticisms and suggest answers to the various questions raised related to
the ways our bodies respond to, and are changed by, the chronic stressors of poverty and
discrimination. The response papers should help you to keep up with the readings, improve
your writing skills, allow for feedback throughout the term and prepare you for class
discussion. Later they may become useful reference tools for future research. Your response
papers are worth 700 points toward your final grade.
3) Final Paper (300 points): You will write a 15-20 page final term paper (not including
bibliography), discussing a well-defined issue you identify during the course. You should
decide on your topic before midterm and consult with me. The issue chosen must not be
vague or too general; it should be specific enough to generate discussion and critical
commentary. Your paper should situate the topic in its wider theoretical context and borrow
considerably from course readings and class discussions. Your paper should synthesize
material drawn from readings, lectures, and discussion with your own thinking in a coherent
and articulate manner. The key to an “A” paper is to think critically about the topic and to
evaluate it in the context of course readings and class discussion. You should also have a
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clear and arguable thesis statement. Your final paper is worth 300 points toward your final
grade.
Grading Summary Anthropology 545:
Class Participation – 100 points
Response Papers – 700 points
Final Paper – 300 points
Course Content:
Week One
HISTORY OF THEORY IN BIOLOGICAL ANTHROPOLOGY
Readings:
1. Goodman, Alan H. and Thomas L. Leatherman (2001) Traversing the Chasm between
Biology and Culture: An Introduction. In: Building a New Biocultural Synthesis:
Political-Economic Perspectives on Human Biology (Alan H. Goodman and Thomas L.
Leatherman, eds.). Ann: Arbor: University of Michigan Press, pp. 3-42.
2. Dufour, Darna L. (2006) Biocultural Approaches in Human Biology. American Journal
of Human Biology 18:1-9.
3. Goodman, Alan. 2007. The Critical Intersection of Human Biology and Anthropology.
Anthropology News 48(3): 26.
4. Fuentes, A. and T. McDade (2007) Advancing Biocultural Perspectives. Anthropology
News December: 19-20.
Week Two
THE BIOLOGICAL RACE CONCEPT
Readings:
1. Smedley, Audrey and Brian D. Smedley (2005) Race as Biology is Fiction, Racism as a
Social Problem is Real: Anthropological and Historical Perspectives on the Social
Construction of Race. American Psychologist, 16 (1): 16-26.
2. Lieberman, Leonard (1997) Gender and the Deconstruction of the Race Concept.
American Anthropologist, 99 (3): 545-558.
3. Gravlee, L. (2009) How Race Becomes Biology: Embodiment of Social Inequality.
Journal of Physical Anthropology 139(1): 47-57.
4. N. Krieger. 2010. The science and epidemiology of racism and health: Racial/ethnic
categories, biological expressions of race, and the embodiment of inequality – an
ecosocial perspective. In: What’s the Use of Race? Modern Governance and the Biology
of Difference. Pp. 225-256.
5. Kuzawa, Christopher W. and Elizabeth Sweet (2009) Epigenetics and the Embodiment of
Race: Development Origins of US Racial Disparities in Cardiovascular Health. American
Journal of Human Biology, 21, 2-15.
6. Optional: Keita, S. O. and Rick A. Kittles (1997) The Persistence of Racial Thinking and
the Myth of Racial Divergence. American Anthropologist 99(3): 534-544.
7. Optional: Mukhopadhyay, Carol C. and Yolanda T. Moses (1997) Reestablishing
“Race” in Anthropological Discourse. American Anthropologist, 99 (3): 517-533.
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#1 Response Paper on The Biological Race Concept due next Tuesday in class.
Week Three
SOCIOBIOLOGY AND EVOLUTIONARY PSYCHOLOGY
Readings:
1. Cashdan, Elizabeth (2008) Waist-to-Hip Ratio across Cultures: Trade-Offs between
Androgen- and Estrogen-Dependent Traits. Current Anthropology, 49, 6, 1099-1107.
2. Lieberman, Debra, John Tooby, and Leda Cosmides. 2007. The Architecture of Human
Kin Detection. Nature 445(7129):727-731.
3. Hruschka, D., D. Lende, and C. Worthman. 2005. Biocultural Dialogues: Biology and
Culture in Psychological Anthropology. Ethos 33(1):1-19.
4. Confer, J. C.; Easton, J. A.; Fleischman, D. S.; Goetz, C. D.; Lewis, D. M.; Perilloux, C.;
Buss, D. M. (2010). "Evolutionary Psychology: Controversies, Questions, Prospects, and
Limitations". American Psychologist 65: 110–126.
5. Optional: New, Joshua, Max M. Krasnow, Danielle Truxaw, and Steve J.C. Gaulin
(2007) Spatial Adaptations for Plant Foraging: Women Excel and Calories Count.
Proceedings of the Royal Society 274:2679-2684.
6. Optional: Sell, A. et al. (2010) Adaptations in humans for assessing physical strength.
Proceedings of the Royal Society. June 16, 2010, Published online.
#2 Response Paper on Sociobiology and Evolutionary Psychology due next Tuesday in class.
Week Four
FEMINISM CRITIQUES OF TRADITIONAL BIOLOGICAL ANTHROPOLOGY
Readings:
1. Smith, C., and Konik, J. (2011). Feminist and Evolutionary Psychology: Allies, Adversaries,
or Both? An Introduction to a Special Issue. Sex Roles 64(9-10):595-602.
2. Liesen, L. (2011). Feminists, Fear Not Evolutionary Theory, but Remain Very Cautious of
Evolutionary Psychology. Sex Roles 64(9-10):748-750.
3. Singh, D., and Singh, D. (2011). Shape and Significant of Feminine Beauty: An Evolutionary
Perspective. Sex Roles 64(9-10):723-731.
4. Zihlman, A. (2013). Engendering Human Evolution. In Companion to Gender Prehistory, First
Edition. Edited by: Diane Bolger. John Wiley & Sons, Inc. pp. 23-44.
5. Optional: Zihlman, A. (2009). Reflections on Women in Evolution: Looking Back and Going
Forward. Voices 9(1):18-24.
6. Optional: Buss, D.M., and Schmitt, D.P. (2011). Evolutionary Psychology and Feminism. Sex
Roles 64(9-10):768-787.
#3 Response Paper on Feminism and Traditional Biological Anthropology due next Tuesday in
class.
Week Five
THE NEW BIOCULTURAL SYNTHESIS: PAST POPULATIONS
Readings:
1. Goodman, Alan H. (2001) The Biological Consequences of Inequality in Antiquity. In:
Building a New Biocultural Synthesis: Political-Economic Perspectives on Human
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2.
3.
4.
5.
6.
Biology (Alan H. Goodman and Thomas L. Leatherman, eds.). Ann: Arbor: University of
Michigan Press, pp. 147-169.
Zuckerman, M., and Armelagos, G. (2011). The Origins of Biocultural Dimensions in
Bioarchaeology. In Social Bioarchaeology. Edited By: Agarwal, S., and Glencross, B.
Oxford: Blackwell Publishing Ltd.
Blakey, M.L. (2010). African Burial Ground Project: paradigm for cooperation? Museum
International 62(1-2):61-68.
Klaus, Haagen D. and Manuel E. Tam (2009) Contact in the Andes: Bioarchaeology of
Systemic Stress in Colonial Morrope, Peru. American Journal of Physical Anthropology,
138, 356-368.
Optional: Morfin, Lourdes M. (2001) Unequal in Death as in Life: A Sociopolitical
Analysis of the 1813 Mexico City Typhus Epidemic. In: Building a New Biocultural
Synthesis: Political-Economic Perspectives on Human Biology (Alan H. Goodman and
Thomas L. Leatherman, eds.). Ann: Arbor: University of Michigan Press, pp. 229-242.
Optional: Swedlund, Alan C. and Helen Bell (2001) Nature, Nurture, and the
Determinants of Infant Mortality: A Case Study from Massachusetts, 1830-1920. In:
Building a New Biocultural Synthesis: Political-Economic Perspectives on Human
Biology (Alan H. Goodman and Thomas L. Leatherman, eds.). Ann: Arbor: University of
Michigan Press, pp. 191-228.
#4 Response Paper on the NBCS in past populations due next Tuesday in class.
Week Six
THE NEW BIOCULTURAL SYNTHESIS: GROWTH AND DEVELOPMENT IN CONTEMPORARY
POPULATIONS
Readings:
1. Jasienska, Grazyna (2009) Low Birth Weight of Contemporary African-Americans: An
Intergenerational Effect of Slavery? American Journal of Human Biology, 21, 16-24.
2. N. Krieger & G. Davey Smith. 2004. “Bodies count,” and body counts: social
epidemiology and embodying inequality. Epidemiologic Reviews 26: 92-103.
3. S. Stinson. 2000. Growth variation: Biological and cultural factors. In: Human Biology:
An Evolutionary and Biocultural Perspective. Pp. 425-463.
4. K. Hampshire et al. 2009. Saving lives, preserving livelihoods: Understanding risk,
decision-making and child health in a food crisis. Social Science & Medicine 68(4):758765.
5. Optional: Greksa, Lawrence P. et al. (2007) Growth and Health Status of Street Children
in Dhaka, Bangladesh. American J. of Human Biology, 19, 51-60.
6. Optional: Crooks, Deborah, L. Lisa Cliggett, and Steven M. Cole (2007) Child Growth
as a Measure of Livelihood Security: The Case of the Gwembe Tonga. American J. of
Human Biology, 19, 669-75.
#5 Response Paper on the NBCS growth and development due next Tuesday in class.
Week Seven
THE NEW BIOCULTURAL SYNTHESIS: STRESS AND INEQUALITY
Readings:
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1. McDade, Thomas W. 2002. Status Incongruity in Samoan Youth: A Biocultural Analysis
of Culture Change, Stress, and Immune Function. Medical Anthropology Quarterly
16(2):123-150.
2. R. Sapolsky. 2005. The influence of social hierarchy on primate health. Science
308(5722):648-652.
3. W. Dressler. 2004. Culture and the risk of disease. British Medical Bulletin 69: 21-31.
4. M. Flinn. 2007. Why words can hurt us: Social relationships, stress, and health. In:
Evolutionary Medicine and Health. Pp. 242-258.
5. Optional: Sullivan, Roger J., John S. Allen, and Karen L. Nero (2007) Schizophrenia in
Palau: A Biocultural Analysis. Current Anthropology, 48, 2, 189-211.
#6 Response Paper on The NBCS stress and inequality due next Tuesday in class.
Week Eight
THE NEW BIOCULTURAL SYNTHESIS: FOOD AND NUTRITION
Readings:
1. Himmelgreen, D., Romero Daza, N., and Noble, C.. (2011). Nutrition and Health. In A
Companion to Medical Anthropology. Edited By: M. Singer and P. Erickson.
2. C. Victora et al. 2008. Maternal and child undernutrition: Consequences for adult health
and human capital. Lancet 371(9609): 340-357.
3. Crooks, Deborah L. (1997) Biocultural Factors in School Achievement for Mopan
Children in Belize. American Anthropologist, 99, 3, 586-601.
4. Wiley, Andrea (2007) Transforming Milk in a Global Economy. American
Anthropologist, 109, 4, 666-677.
5. Hadley, C., and Crooks, D. (2012). Coping and the biosocial consequences of food
insecurity in the 21st century. American Journal of Physical Anthropology 149(S55):7294.
Option 1: #7 Response Paper on The NBCS food and nutrition due next Tuesday in class OR
Week Nine
ANTHROPOLOGICAL DEMOGRAPHY
Readings:
1. Kertzer, David and Tom Fricke (1997) Toward an Anthropological Demography. In:
Anthropological Demography: Toward a New Synthesis (David Kertzer & Tom Fricke,
eds.). Chicago: The University of Chicago Press, pp. 1-35.
2. Johnson-Hanks, Jennifer (2007) What Kind of Theory of Anthropological Demography?”
Demographic Research, 16, 1, 1-26.
3. Coast, Ernestina E., Katherine R. Hampshire, and Sara C. Randall (2007) Disciplining
Anthropological Demography. Demographic Research, 16, 493-518.
Option 2: #7 Response Paper on Anthropological Demography due next Tuesday in class.
Week Ten
CURRENT TRENDS IN BIOCULTURAL ANTHROPOLOGY
Readings:
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1. Book Discussion
2. Worthman, Carol M., and Brandon Kohrt. 2005. Receding Horizons of Health:
Biocultural Approaches to Public Health Paradoxes. Social Science and Medicine
61:861-878.
3. Schell, Lawrence M. et al. (2008) Advancing Biocultural Models by Working with
Communities: A Partnership Approach. American J. of Human Biology, 19, 511-524.
4. Pike, Ivy L. and Sharon R. Williams (2006) Incorporating Psychosocial Health into
Biocultural Models: Preliminary Findings from Turkana Women of Kenya. American
Journal of Human Biology, 18, 729-740.
*Your final paper is due the Wednesday of finals week by 5pm and should be turned in outside
Waldo Hall 272 in the box provided.
Expectations for Student Content: I hope that this will not be an issue in this class. Cheating,
plagiarism, or fabrication are acts of academic dishonesty and, in accordance with OSU’s policy
on academic dishonesty, will not be tolerated. Members of the college community are expected
to be honest and forthright in their academic endeavors. To falsify the results of one’s research,
to present the words, ideas, data or work of another as one’s own, or to cheat on an examination
corrupts the essential process of learning. Anyone caught engaging in any form of academic
dishonesty will fail the course.
OSU Policy on Student Conduct:
http://oregonstate.edu/admin/stucon/achon.htm
Discrimination: I am committed to encouraging a caring and supportive atmosphere in the
classroom and to promoting a campus climate that understands and respects the needs of a
culturally, ethnically, physically, and socially diverse student body. In addition, Oregon State is
an Affirmative Action/Equal Opportunity Institution. The implications of this, as well as my
personal dedication to fostering diversity, is that there will be no discrimination in this class on
the basis of any of the categories covered in the college’s anti-discrimination policy. Please let
me know as soon as possible if you feel that you have been treated unjustly; I will evaluate the
situation and take appropriate action.
Students with Disabilities: Accommodations are collaborative efforts between students, faculty
and Services for Students with Disabilities (SSD). Students with accommodations approved
through SSD are responsible for contacting the faculty member in charge of the course prior to or
during the first week of the term to discuss accommodations. Students who believe they are
eligible for accommodations, but who have not yet obtained approval through SSD, should
contact SSD immediately at 737-4098.
Course Evaluation and Feedback: Students will be given the opportunity to evaluate this
course at the end of the term through the university-wide system of class evaluations.
Throughout the term students may offer feedback via email. I also welcome discussion during
office hours or at other appointments.
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Policy on Children in Class: It is my belief that if we want women in academia, that we should
also expect children to be present in some form. Currently, the university does not have a formal
policy on children in the classroom. The policy described here is thus, a reflection of my own
beliefs and commitments to student, staff and faculty parents.
1) All exclusively breastfeeding babies are welcome in class as often as is necessary to support
the breastfeeding relationship. Because not all women can pump sufficient milk, and not all
babies will take a bottle reliably, I never want students to feel like they have to choose between
feeding their baby and continuing their education. You and your nursing baby are welcome in
class anytime.
2) For older children and babies, I understand that minor illnesses and unforeseen disruptions in
childcare often put parents in the position of having to chose between missing class to stay home
with a child and leaving him or her with someone you or the child does not feel comfortable
with. While this is not meant to be a long-term childcare solution, occasionally bringing a child
to class in order to cover gaps in care is perfectly acceptable.
3) I ask that all students work with me to create a welcoming environment that is respectful of all
forms of diversity, including diversity in parenting status.
4) In all cases where babies and children come to class, I ask that you sit close to the door so that
if your little one needs special attention and is disrupting learning for other students, you may
step outside until their need has been met. Non-parents in the class, please reserve seats near the
door for your parenting classmates.
5) Finally, I understand that often the largest barrier to completing your coursework once you
become a parent is the tiredness many parents feel in the evening once children have finally gone
to sleep. The struggles of balancing school, childcare and often another job are exhausting! I
hope that you will feel comfortable disclosing your student-parent status to me. This is the first
step in my being able to accommodate any special needs that arise. While I maintain the same
high expectations for all student in my classes regardless of parenting status, I am happy to
problem solve with you in a way that makes you feel supported as you strive for schoolparenting balance. Thank you for the diversity you bring to our classroom!
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