Male ECE Students in Post-secondary Classrooms: Enrolment and Retention
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study examines the underrepresentation of male Early Childhood Education (ECE) students in post-secondary classrooms. Through the implementation of a mixed methods design, quantitative data on student enrolment and graduation rates were collected (N=3009) and discussed in the context of the perspectives of male interview participants (n=4). Data collected from a large Ontario college demonstrated that males comprised an average of only 5.4% of students enrolled in the ECE program over an eight-year timespan, and of that demographic (n=159), only 30.8% of male students graduated. This rate was signifcantly lower than that seen in female students during the same time period. Interviews revealed that male ECE students face a number of deterrents, from bias to gender imbalance in post-secondary classrooms and placement settings. However, these variables can potentially be mitigated through protective factors, for example, connections with faculty, motivation and self-effcacy. In light of the continued low enrolment for male ECE students, and recent downward trend in graduation rates, research-based support strategies are recommended to help increase enrolment and retention.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 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 it