COVID-19 and Youth Living in Poverty: The Ethical Considerations of Moving From In-Person Interviews to a Photovoice Using Remote Methods
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
COVID-19 hit and instantaneously research using in-person methods were paused. As feminist and critical social work scholars and researchers, we began to consider the implications of pausing our ongoing project exploring the provisioning and resilience of youth living in low-income, lone mother households. Reflexively, we wondered how the youth, families, and issues we were connected to would be impacted by the pandemic. We were pulled into both ethical and methodological questions. While the procedural ethics of maintaining safety were clear, what became less clear were the relational ethics. What was brought into question were our own social positions and our roles and responsibilities in our relationships with the youth. For both ethical and methodological reasons, we decided to expand the original research scope from in-person interviews to include a photovoice to be executed using online, remote methods. In this article, we discuss those ethical and methodological tensions. In the first part, we discuss the relational ethics that propelled us to commit to expanding our work, while in the second part, we discuss our move to combining photovoice and remote methods.
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.
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 | 0.009 | 0.094 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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