People Like Us: Shaping Newcomer Acceptance in Rural Boomtown Communities and Schools
Bibliographic record
Abstract
Rapidly growing rural communities may experience many forms of disruptions, jeopardizing residents’ place attachment and identity. This qualitative case study uses the boomtown and newcomer/oldtimer literatures to examine how schools shape the local ‘us-versus-them’ discourse. Data for this research include interviews with community members (n=27) and interviews and observations of K–12 school staff (n=14). Findings indicate boomtown residents and teachers strengthened their place identity and attributed place disruptions and risks to newcomers, inhibiting their acceptance. Administrators’ planning decisions and teachers’ pedagogy in practice shaped this discourse. Teachers reinforced newcomer resistance by presenting them as symbols of disruption and risk which threatened their traditional rural community identity. ------------------------------------------------------------ Resume Les communautes qui grandissent rapidement peuvent subir plusieurs formes de perturbations, compromettant l'identite et l'attachement au lieu d'habitation des residents. Cette etude de cas qualitative utilise l'essor et la litterature des nouveaux arrivants et des anciens pour examiner dans quelle mesure les ecoles faconnent le discours local eux contre nous. Les donnees de cette recherche inclut les entrevues de membres de la communaute (n=27) ainsi que les entrevues et observations du personnel de l'ecole elementaire M-12. Les resultats indiquent que l'essor des residents et des enseignants a renforce l'identite au lieu d'habitation et a attribue aux nouveaux arrivants des perturbations et des risques lies au lieu d'habitation, empechant ainsi leur acceptation. Les decisions de planification des administrateurs et la pedagogie pratiquee par les enseignants ont faconne ce discours. Les enseignants ont renforce la resistance envers les nouveaux arrivants en les presentant comme un symbole de perturbation et de risque qui menacait leur identite traditionnelle rurale communautaire.
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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 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| 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".