CIGARETTE SMOKING AND THE DISENFRANCHISEMENT OF ADOLESCENT GIRLS: A DISCOURSE OF RESISTANCE?
Bibliographic record
Abstract
The consequences of smoking for women are of particular concern in light of recent observations that more adolescent females than males are taking up smoking. To date, few studies have explored gender differences in depth, but we do know that males and females smoke for different reasons and that current smoking prevention programs may be differentially effective depending on gender. Recent evidence suggests that the school environment may have an important influence on smoking. The purpose of this study, therefore, was to explore gender differences in the relationships between cigarette smoking and adolescents' experiences of school climate and their relationships with the school and significant adults in their lives. A secondary data analysis was done using a data set derived from a student survey conducted in 20 secondary schools in British Columbia (BC), Canada, which included 8,179 students in grades 8 to 12. Analyses were primarily descriptive. The results demonstrated that adolescent girls who smoke are more likely than either males or nonsmoking females to experience powerlessness in their school environment and to feel considerably less attachment to the school. Female smokers are more likely than males or female nonsmokers to be engaged in oppositional, distanced, and unsatisfactory relationships with important adults in their lives, particularly those who are in positions of relative power and authority. These findings are discussed in relation to critical and feminist perspectives that suggest smoking is part of a larger discourse of resistance within schools. The implications for health practitioners are discussed.
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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 | 0.000 | 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 | 0.000 |
| 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".