Bibliographic record
Abstract
Research concerning LGBTQ2S+ youth in physical education contexts details how unsupervised spaces, such as locker rooms, are locations in which incidences of homophobic and transphobic bullying are most common and as a result, students often avoid those spaces and classes to reduce the likelihood of experiencing bullying from their peers (GLSEN, 2013; Devis-Devis, Pereira-Garcia, Lopez-Canada, Perez-Samaniego, & Fuentes-Miguel, 2018; Morrow & Gill, 2003; Peter, Taylor, Ristock, & Edkins, 2015). As an educator with experience supporting LGBTQ2S+ students, I’ve come to informally observe an additional motivation for these absences: implicit activism (Zembylas, 2013). Some students intentionally skip physical education as an act of resistance to homophobic and transphobic pedagogy, homophobic and transphobic evaluative gazes, and the emphasis on sport as the preferred physical literacy at the exclusion of other physical literacies (Azzarito & Solmon, 2006). This literature review seeks to understand how implicit activism can help to contextualize some students’ absenteeism in physical education classes and reframe the current research narratives that situate LGBTQ+ students as inactive victims. Findings indicate the need for further qualitative research to examine to what extent absenteeism from physical education class is a form of activism and not only a means of avoiding peer-based violence.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 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 | 0.001 | 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) | 0.001 | 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".