Where are the Host Mothers? How Gendered Relations Shape the International Experiential Learning Program Experience for Women in the South
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
Host communities are becoming a new subject of interest in the research surrounding International Experiential Learning (IEL), but there is a dearth of knowledge surrounding the impact of IEL programs on host families, and on women in host communities in particular.This article contributes to this body of knowledge by examining the impact of IEL programs on host mothers in a rural community in Nicaragua that receives foreign students annually.Hernandez and Rerrie argue that the burden of labour of hosting students falls on women in host communities, who are expected to perform stereotypically feminine roles in order to be seen as 'good' mothers and access the benefits that come from the student visits.This care labour is feminized, unpaid or underpaid, and seen as a natural extension of their roles in the community in a patriarchal society.IEL programs rely on the social dynamics in communities that are shaped by patriarchy and global neoliberal systems that have added 'development' and 'community work' to women's roles in the community.Rather than empowering women, IEL programs also have a cost because of the highly gendered nature of the work involved for women in host communities.
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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 | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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