Cultivating Social Capital through Summer Employment Programs
Bibliographic record
Abstract
Significant socio-economic shifts, such as the emergence of the so-called ‘knowledge economy’ have transformed the transition from adolescence to adulthood, as youth are expected to garner a considerable amount of personal, cognitive, social, and educational skills in order to successfully enter adult society and prosper within the market economy. An additional determinant of the successful transition of youth into adult society is the availability of social capital through relationships and networks that can provide access to valuable resources and information and contribute to the development of a social identity. Employment programs are a mechanism for providing youth with workforce exposure and skill development in the absence of market opportunities. These programs are also a potential source of social capital, through the exposure to new environments and the development of relationships and networks that can provide resources that youth may not have access to through traditional means. Using a qualitative approach, we explored the perspectives of youth participants in a summer employment program in Southwestern Ontario, Canada. We propose that the opportunity to develop social capital is an under-recognized benefit of employment programs, and may be a particularly important aspect for disadvantaged youth.
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 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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; both teacher heads agree on what is shown here.
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".