Schooling Goals and Social Belonging Among Central American-origin Male Youth in Toronto
Bibliographic record
Abstract
Following a pattern observed elsewhere in North America, male Central American-origin youths in Toronto are, on average, less likely than others to do well in high school and less likely to go on to post-secondary studies. In an effort to better understand how these outcomes emerge, this study examines variation in academic goals between individuals, changes in individual academic goals over time, and social-relations factors associated with such variation and change. Qualitative interviews with sixteen Central American-origin males on their schooling aspirations and social relations in high school point to structural forces that lead minority students to feel marginalized academically and socially in school. More importantly, however, the interviews also point to opportunities for resisting marginalization and for belonging more fully in school. Youths who broaden their social relations and friendships to include those outside their own ethno-social background generally also want to do better academically, and vice versa. These findings on schooling process contribute to the understanding of theoretical models and research priorities for addressing the schooling experiences and outcomes for "at risk” minority youth. Selon une tendance observée quelque part en Amérique du Nord, les jeunes hommes originaires de l’Amérique centrale à Toronto ont, en moyenne, moins de chances de réussir que d’autres dans l’éducation secondaire et ont aussi moins de chances de poursuivre des études postsecondaires. Dans le but de mieux comprendre comment les résultats de ce constat, cet article examine la variation dans les objectifs académiques chez les individus, les changements dans ces objectifs académiques individuels au fil du temps et les facteurs de relations sociales liés à une telle variation et un tel changement. Des entretiens qualitatifs avec seize jeunes provenant de l’Amérique centrale ont porté sur leurs aspirations scolaires et sur leurs relations sociales à l’école, cadre des forces structurales qui amènent les étudiants minoritaires à se sentir marginalisés académiquement. Plus important, cependant, ces entretiens indiquent aussi des opportunités pour résister à la marginalisation et appartenir pleinement à l’école. Les jeunes qui élargissent leurs relations sociales et leurs amitiés pour inclure des individus en dehors de leur origine ethno-sociale sont généralement portés à vouloir améliorer leur performance scolaire et vice-versa. Ces résultats sur le processus de scolarisation contribuent à la compréhension des modèles théoriques et des priorités de recherche dans le contexte de l’étude des expériences et des résultats scolaires d’un groupe de jeunes « à risque ».
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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 | 0.000 | 0.001 |
| 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".