Healing Connections: Rising Above the Gang
Bibliographic record
Abstract
This study explored contemporary urban gangs through the perspectives of Aboriginal youth in Saskatchewan, Canada. Study results provided depth of understanding and compassion for the struggles of gang members; showed that public and popular cultural discourses about gangs are often definitionally misguided; and found that, despite popular opinion, gangs are not attractive or ideal social outlets. The youth revealed a profound understanding of why people join gangs, especially when their social networks and security are jeopardized. Findings suggest that gangs can create micro-communities for people in need, but gangs also tend to disintegrate the community at large, especially with respect to the police and the maintenance of social order. The importance of both parental and other forms of support in the lives of marginalized youth was demonstrated. A serious gesture toward dealing with gangs as a social problem must uncover avenues of support for youth who are healthy and assure that the police have a primary role to play in a strategy that promotes both justice and security. Noted is that the solutions to developing effective measures for gang reduction lie within those youth who are actively choosing not to join gangs, but whose lives are embedded in a quest for meaning. Data were collected from 30 Aboriginal children and youth between the ages of 12 and 25 from within the Province of Saskatchewan, Canada.
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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 | 0.006 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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) | 0.001 | 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".