Participatory Diagramming for Engaging Youth in a Gender Equity and Community Development Dialogue: An African Exemplar
Bibliographic record
Abstract
It is recognized that community development efforts are often impacted and subjected to the realities of a range of inequities. In the slums of Kibera, Kenya, the challenges of gender inequities amongst young men and women were considered using a participatory diagramming approach. Such a critical technique rigorously delayers the contexts and issues which create, embed, and sustain the inequities. This research used four diagrams in an effort to fully explore and reveal the issues, increase awareness of the social injustices, and probe for desired actions towards the preferred futures for the 49 youth participants involved in the study. The key learnings from the participants included their understanding that social status and roles were highly influenced by age, gender, marital status, and ethnicity. These participants felt that, with the exception of marital status, these factors were outside of their control, which limited their ability to change the structures and situations in which they lived. Further, the participants acknowledged the differential for risks for poverty, health, employment, and social status across genders. They clearly articulated systemic barriers such as resource ownership, inheritance, and entitlements which clearly disempowered women. A clear distinction across genders was in the perception of political will, in which women felt that the government was bringing people together whereas their male counterparts felt the government was ineffectual and perpetuated the inequalities. The participants strongly articulate the need for visibility and voice in the political context in order to affect social change. It is through education and training that these individuals felt they could overcome the inequities they experience and contribute fully to their families, communities, and nation. Keywords: youth empowerment, global community development; participatory diagramming; Kenya, critical social theory
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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 | 0.045 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| 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".