Educational Trajectories and Health over the Life Course: A Role for the DSBN Academy?
Bibliographic record
Abstract
Research demonstrates that despite post-secondary expansion, there are still vast socioeconomic differences in educational attainment. Educational attainment can have a tremendous impact on the life course in terms of income, employment, and perhaps most significantly, health. Recognizing these issues, the Niagara region opened the DSBN Academy in September 2011. The DSBN Academy, the first school of its kind in Canada, offers social and academic programming designed to encourage its students to not only graduate from high school, but also, to become the first in their family to pursue post-secondary education. From a life course perspective, this paper assesses the relationship between education and health followed by an examination of the primary processes of cumulative advantage and disadvantage involved in producing variation in educational trajectories, which in turn impact health outcomes. I then evaluate the role of the DSBN Academy as a potential strategy to facilitate the completion of higher education by working-class students, and accordingly, to improve their health outcomes. Through analyzing the Academy, I argue that while the school has the potential to be a turning point in the lives of its students, it also risks committing a form of Bourdieu’s symbolic violence. That is, it enforces middle-class ideals of education and good health as both desirable and indicators of success. Consequently, this paper raises a fundamental question in the study of social inequality, namely, how sociologists can work toward ameliorating inequality without perpetuating the symbolic violence we continually fight against.Les recherches démontrent que, malgré le développement de l’enseignement postsecondaire, il existe encore de grandes différences socio-économiques en matière de niveau d’études. Le niveau d’études peut avoir un impact énorme dans un parcours de vie en termes de revenus, d’emploi, et peut-être plus important encore, de santé. Conscient de ces enjeux, la région du Niagara a ouvert la DSBN Academy en septembre 2011. La DSBN Academy , la première école du genre au Canada, offre des programmes sociaux et des programmes d’études conçus pour encourager ses élèves à non seulement obtenir leur diplôme d'études secondaires, mais également à devenir les premiers de leur famille à poursuivre des études postsecondaires. Dans la perspective d’une trajectoire de vie, cette étude évalue la relation entre l'éducation et la santé suivie d'un examen des principaux processus des avantages et désavantages cumulatifs liés qui jouent un rôle dans la variation du parcours scolaire, ce qui à son tour a des impacts sur l’état de santé. J'ai ensuite évalué le rôle de la DSBN Academy; le fait de l’intégrer peut-être une stratégie possible pour faciliter l'achèvement de l'enseignement supérieur par les étudiants de la classe ouvrière et, par conséquent, améliorer leur état de santé. Mon analyse de l'Académie me permet de soutenir que, même si l'école peut représenter un tournant dans la vie de ses élèves, elle risque aussi de commettre une forme de violence symbolique telle que celle définie par Bourdieu. Autrement dit, cela favorise les idéaux de la classe moyenne en matière d’éducation et de bonne santé comme étant à la fois souhaitable et indicateurs de succès. Par conséquent, ce document soulève une question fondamentale dans l'étude des inégalités sociales, à savoir, comment les sociologues peuvent chercher à estomper l'inégalité sans perpétuer la violence symbolique contre laquelle nous continuons de nous battre.
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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 | 0.002 | 0.002 |
| 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".