“They teach us how to look at the world”: student perceptions of traditional behavioral and underrepresented social-structural theoretical content in a graduate public health course
- 1Department of Health Services, Policy and Practice, School of Public Health, Brown University
- 2Department of Public Health, San José State University
- 3La Clinica de la Raza
Abstract
Introduction: Research and available teaching resources suggest that health behavior theories that seek to explain the health-relevant behaviors of individuals are commonly incorporated into US-based Master of Public Health (MPH) coursework, while social theories that seek to explain health-relevant social dynamics are much less prominent. Researchers have expressed concern that a disproportionate focus on individual behavior risks eliding social-structural factors in the patterning of health and disease.
Methods: To address this gap in the public health curriculum, we piloted a public health theory course among MPH students that included both traditionally taught behavioral theories as well as underrepresented social and structural theories. To understand student perceptions of course content, we assessed their perspectives on the course and its content, as well as on their perceived relevance of course content to: (1) their future professional work and (2) addressing health inequalities. The assessment tool included Likert scales and open-ended questions. Analysis of answers to open-ended questions was informed by thematic analysis. The response rate was 100% ( n = 17).
Results: Students reported uniformly positive assessments of the course: all rated theoretical content as ‘good’ or ‘very good,’ and all considered the inclusion of social and structural theories ‘important’ or ‘very important.’ Similar levels of importance were attributed to behavioral theories. Students also indicated high perceived relevance of theory to future professional work and to addressing health inequities.
Discussion: These findings provide actionable insights into student perceptions of theoretical course content. However, due to the limitations of this work (e.g., single assessment among a small group with no pre-course baseline or comparison group), they should be interpreted with some caution.
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BibTeX
@article{harvey2026they,
title = {{“They teach us how to look at the world”: student perceptions of traditional behavioral and underrepresented social-structural theoretical content in a graduate public health course}},
author = {Michael Harvey and Arden Castle and Vasundhara Mehta},
journal = {Frontiers in Public Health},
year = {2026},
month = oct,
doi = {10.3389/fpubh.2026.1893127},
url = {https://www.frontiersin.org/articles/10.3389/fpubh.2026.1893127/full},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - “They teach us how to look at the world”: student perceptions of traditional behavioral and underrepresented social-structural theoretical content in a graduate public health course
AU - Michael Harvey
AU - Arden Castle
AU - Vasundhara Mehta
PY - 2026
DA - 2026/10/19
JO - Frontiers in Public Health
DO - 10.3389/fpubh.2026.1893127
UR - https://www.frontiersin.org/articles/10.3389/fpubh.2026.1893127/full
AB - Introduction: Research and available teaching resources suggest that health behavior theories that seek to explain the health-relevant behaviors of individuals are commonly incorporated into US-based Master of Public Health (MPH) coursework, while social theories that seek to explain health-relevant social dynamics are much less prominent. Researchers have expressed concern that a disproportionate focus on individual behavior risks eliding social-structural factors in the patterning of health and disease. Methods: To address this gap in the public health curriculum, we piloted a public health theory course among MPH students that included both traditionally taught behavioral theories as well as underrepresented social and structural theories. To understand student perceptions of course content, we assessed their perspectives on the course and its content, as well as on their perceived relevance of course content to: (1) their future professional work and (2) addressing health inequalities. The assessment tool included Likert scales and open-ended questions. Analysis of answers to open-ended questions was informed by thematic analysis. The response rate was 100% ( n = 17). Results: Students reported uniformly positive assessments of the course: all rated theoretical content as ‘good’ or ‘very good,’ and all considered the inclusion of social and structural theories ‘important’ or ‘very important.’ Similar levels of importance were attributed to behavioral theories. Students also indicated high perceived relevance of theory to future professional work and to addressing health inequities. Discussion: These findings provide actionable insights into student perceptions of theoretical course content. However, due to the limitations of this work (e.g., single assessment among a small group with no pre-course baseline or comparison group), they should be interpreted with some caution.
SN - 2296-2565
ER -