Ethnocultural factors, resilience, and school engagement
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this article we examine how cultural and community factors interact with individual level factors to predict school participation. Participants were 497 Atlantic Canadian youth purposefully selected because of their concurrent use of more than one government service or community program at the time they were interviewed. Results revealed that contextual factors associated with resilience (e.g. cultural adherence and involvement in one’s community) affect school engagement more than individual or relational factors among this population. Furthermore, these contextual resilience factors showed a pattern of differential impact, with the greatest influence occurring in the lives of visible minority youth. Findings suggest that improvements in school engagement are likely to result from school-based efforts to enhance children’s experience of their culture and involvement in community activities. Sampling youth outside regular classroom settings and including meso- and exo-systemic factors in studies of school engagement may help to identify protective processes not previously discussed in the literature.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.045 | 0.009 |
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 it