Analyzing Cultural Models in Adolescent Accounts of Romantic Relationships
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
Research on academic achievement has led the way in demonstrating how culturally constructed meanings shape adolescent scholastic behavior. The aim of this research is to move this standpoint of analysis more centrally into the area of adolescent dating and sexuality by focusing on the cultural components of adolescent romantic relationships. This study examines cultural models of romantic relationships in Vernacular Term Interviews of 68 African American and 59 Mexican American 11th‐ and 12th‐grade female and male high school students. A subset of interviews was analyzed first qualitatively to identify the models. The models then were committed to a manual and 4 analytic coders established reliability before coding all interviews blind as to race/ethnicity and gender of the adolescent. The resultant data were summarized by a principal components analysis that yielded 5 interpretable factors. Factor scores were computed and compared for gender and race/ethnicity differences. The results demonstrated clear differences in factors by race/ethnicity but not by gender. Results are discussed in relation to cultural differences described in the literature for these 2 populations.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| 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) | 0.000 | 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 it