Popularity, Gender, and Social Inclusion Among Girls in Ethnically Diverse Contexts in Norway
Bibliographic record
Abstract
This article discusses the phenomenon of popularity and its implications for gender construction, social inclusion, and gender equality among girls in two ethnically diverse contexts in Norway. At one field site, girls of immigrant origin were a majority, at the other they were a minority. Based on detailed ethnographic methodology and participant observation over time, this study shows that the crucial dimensions of popularity overlap with “economies of dignity” and vary according to whether the ethnic Norwegians are in a minority or majority position. The dimensions of popularity, which include the importance of attracting the male gaze, are connected to consumption. My results suggest that consumption influences girls’ construction of gender, and may have negative consequences for the inclusion of immigrant girls when in a minority, because they often live in low-income families. The article concludes that the overlap between the dimensions of popularity and the tokens of value of the economies of dignity underlines the importance of how power, through popularity, works among children. One implication of this power is that neither ethnic Norwegian girls nor girls of immigrant origin appear to live in a climate of gender equality.
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 | 0.001 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 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".