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. ------------------------------------------------------------ Résumé Les communautés qui grandissent rapidement peuvent subir plusieurs formes de perturbations, compromettant l'identité et l'attachement au lieu d'habitation des résidents. Cette étude de cas qualitative utilise l'essor et la littérature des nouveaux arrivants et des anciens pour examiner dans quelle mesure les écoles façonnent le discours local " eux contre nous". Les données de cette recherche inclut les entrevues de membres de la communauté (n=27) ainsi que les entrevues et observations du personnel de l'école élémentaire M-12. Les résultats indiquent que l'essor des résidents et des enseignants a renforcé l'identité au lieu d'habitation et a attribué aux nouveaux arrivants des perturbations et des risques liés au lieu d'habitation, empêchant ainsi leur acceptation. Les décisions de planification des administrateurs et la pédagogie pratiquée par les enseignants ont façonné ce discours. Les enseignants ont renforcé la résistance envers les nouveaux arrivants en les présentant comme un symbole de perturbation et de risque qui menaçait leur identité traditionnelle rurale communautaire.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.019 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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 source (direct Gemma or distilled Codex), 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".