Spirituality, Gendered Subjectivities, and Education in Preadolescents: Canadian preadolescents' reflections on gender-roles and their sense of self
Bibliographic record
Abstract
'Adolescents' spirituality' has emerged as a lively focus for discussion and research amongst both academics and practitioners. Yet remarkably little reference has been made to conceptions of the child provided by developmental educational psychology. To gain a holistic perspective of how preadolescents construct their sense of self, cultural meanings of sexuality and spirituality must also be examined. How do adolescents make the connections among a sense of body, self, and soul? What is the role of education? To address these issues, this paper draws on recent research that explored the connections between the self-concepts of Canadian preadolescents (9-12 year-olds) and their perceptions of their gender-role orientation. This paper undertakes an 'excavation' of psychocultural approaches to gender and language, and the mixed messages about early adolescent spirituality and gendered selves implicit in the respective understandings of psychological development. The examination of these theories unearths many points of resonance with contemporary debates about our expectations of the nature of spirituality and sexuality in preadolescence, and our interventions for its nurture. The paper examines gendered perceptions of femininity and masculinity in Canadian preadolescents and how these perceptions influence their self-worth or overall well-being. It focuses on the links between spirituality and gendered perceptions and understandings of emotions and self. The final section discusses the socio-educational implications of the research findings within the context of holistic education. In this way, dialogue with a psychocultural and holistic approach to psychology and education offers valuable additional vocabulary and grammar with which to tackle these challenges.
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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 | 0.001 | 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".