Locating home : the diverse experiences of recent newcomer youth and first generation youth within Ontario's education system
Bibliographic record
Abstract
This study has found that youth who or whose parents had left their home country for \nfear-based reasons were less involved within their school and wider community than \nyouth who left or whose parents left for reasons concerning their social mobility. Many \nexisting studies focus on the challenges newcomer youth experience within the education \nsystem (see Anisef, Brown, Phythian, & Sweet, 2010), however through the use of \nqualitative methodologies this study expanded on the current literature by further \nexamining why it is some youth are successful in overcoming such challenges, while \nothers are not. This study supported what has been demonstrated in the literature \nregarding challenges faced by newcomer youth and resources to address such challenges. \nDespite challenges experienced within the education system, youth planned to complete \nsecondary school and attend a postsecondary institution. However, not all youth \nanticipated remaining in Canada upon completion of their education, with youth or youth \nwhose parents left their home country for fear-based reasons frequently discussing the \npossibility of returning to their or their parents' home country. Thus, perhaps these youth \nwere less involved within their school, as their goal was not necessarily to establish or \nmaintain connections within their community as they may have viewed residing in \nCanada as temporary. This finding has important implications, as there are benefits to \ninvolvement in extracurricular activities, which may assist youth in overcoming \nchallenges encountered within the education system. Therefore, it would seem that youth \nwho had or whose parents had left their home country for reasons concerning their social \nmobility may have be at an advantage within the education system with respect to their \ninvolvement in school. Perhaps then this differential involvement may at least partially \nexplain why it is some newcomer youth are able to overcome challenges they experience \nin the education system, while others are not. Both policy and theoretical implications are \ndiscussed.
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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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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".