Bibliographic record
Abstract
This article is a secondary analysis of the data gathered from 12 focus groups which were set up in 2006 with 64 members of three communities (Somali, Chinese and Lebanese origins). Its aim is to explore the barriers to social integration encountered by young women from those communities, given that Bruns (2011) points out the need for more research into issues relating to young women. For each community, four focus groups were conducted, represented by four subgroups: young women, young men, adult women and men. Their verbatim comments were subjected to content analysis in terms of gender role socialisation. Regardless of cultural background, the young women objected to the pressure exerted on them to carry out gender-based roles and duties. They all faced barriers to their social integration and clearly recognized that a double standard exists: young men have more freedom and parents are generally stricter with their daughters. This cross-cultural observation leads us to refl ect upon social work as it relates to young women and calls for meaningful intergenerational
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.006 | 0.001 |
| 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".