Bibliographic record
Abstract
Positive peer relationships among children living in poverty are important for their well-being, resiliency and mental and physical health. This paper explicates the 'felt experience' of children living in poverty, and the implications of these experiences for healthy peer relationships, from a re-analysis of two qualitative research studies in Canada examining children living in food insecure circumstances. Poor children feel deprived, part of the 'poor group', embarrassed, hurt, picked on, inadequate and responsible. Poor children internalize their own lack of social resources in feelings of deprivation. They experience negative feelings relative to their peers-inadequacy, embarrassment and hurt. Children do identify group membership but it is not used as a social resource, as it could be, but rather as a symbol of social segregation. Children also feel responsible for ameliorating some of the effects of their poverty and this seems to strengthen their relationship with their mothers. This could equally be translated into peer-related support, such as standing up to poor bashing, or engaging constructively with higher social class peers. Health promotion strategies that seek to foster positive peer relationships and enhance children's sense of belonging should offer novel social environments in which poor children can engage a variety of peers.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 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) | 0.006 | 0.001 |
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".