Indigenous Access to Skilled Jobs in the Canadian Forest Industry: The Role of Education
Bibliographic record
Abstract
In this article, the effect of education on the skill level of jobs held by Indigenous people working in the Canadian forest industry is examined. A skill index based on detailed occupation is used as the dependent variable in ordered logit models estimated using data from Statistics Canada’s 2011 National Household Survey (NHS). Results are obtained by gender. In the case of men, for Métis (a specific mixed European and Indigenous culture) and for First Nations living off reserve estimates of the effect of education are similar to those for non-Indigenous people. The estimated effect is lower for those Indigenous people living on reserve, particularly for those whose employment is also on the reserve. Results for women are similar, though often not statistically significant due to the limited sample size. High school graduation appears insufficient to provide access to better jobs, whereas post-secondary education, including trade certificates and community college, is very effective. The article concludes with a suggestion that, while closing the lag in Indigenous rates of high school education is critical, this must provide a gateway to further education. A discussion provides more policy context.
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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 | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 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".