SOCIAL CAPITAL AND DISPARITIES IN CANADIAN YOUTH’S MATHEMATICS ACHIEVEMENT
Bibliographic record
Abstract
This article examines the influence of youth’s family and school contexts in order to understand disparities in Canadian youth’s mathematics achievement. Using hierar ‐ chical linear analysis, some of the main assumptions of social capital theory are tested using the Canadian data from the 1999 Programme for International Student Assess ‐ ment. Findings revealed that many family ‐ school contextualized effects were not sig ‐ nificant, suggesting that researchers need to look at the conceptualization and opera ‐ tionalization of social capital. Relationships between family structure and some measures of school social and were, however, found to be significant. Results suggest that the similarity hypothesis needs to be further analyzed and perhaps integrated into social capital theory. Key words: family, school, PISA, booster effect, double jeopardy effect, mitigating effect Dans cet article, l’auteure analyse les influences des contextes familiaux et scolaires dans lesquels les jeunes evoluent en vue de comprendre comment ces contextes creent des disparites dans les resultats qu’ils obtiennent en mathematiques. Utilisant des donnees canadiennes tirees du Programme international pour le suivi des acquis des eleves (PISA) de 1999, l’auteure a teste ses hypotheses a l’aide d’une analyse lineaire hierarchique. Ses resultats revelent qu’un grand nombre des effets contextualises familiaux et scolaires n’etaient pas statistiquement significatifs, ce qui donne a penser que les chercheurs doivent se pencher sur la conceptualisation et l’operationalisation du capital social. Certaines relations entre la structure familiale et diverses mesures du capital social et humain dans les ecoles se sont toutefois averees significatives. Les resultats semblent indiquer que l’hypothese de similarite a besoin d’etre analysee davantage et peut ‐ etre integree dans la theorie du capital social. Mots cles : famille, ecole, PISA, effet stimulant, effet double obstacle, effet attenuant
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".