Contesting everyday violence: Resilience pathways of gay and transgender youth in Peru
Bibliographic record
Abstract
Within Peru, lesbian, gay, bisexual, transgender, intersex, and queer/questioning (LGBTIQ) groups experience significant levels of violence, particularly LGBTIQ youth. This study explored youth responses to violence in two cities: Lima and Ayacucho. We sought to formulate key factors facilitating LGBTIQ youth resilience to inform local practice and policy. Focus groups were conducted with youth that self-identified as gay and transgender. We used thematic analysis to identify both inductive and deductive themes. Deductive themes were driven from resilience and structural violence theories. Structural and direct violence was reported by all youth with differences regarding the role of self, place and people in their resilience pathways. Despite experiencing everyday violence, LGBTIQ youth participants displayed remarkable resilience, though the resilience strategies and experiences of violence were distinctive for each group. Transgender youth relied more on their collective rather than individual resilience. In contrast, gay youth revealed a high level of individual resilience. Overall, the participants exhibited a fluidity of resilient and resistant behaviours toward violence. The use of place theory and a social resistance framework is suggested for interventions that effectively honour and foster the courageous resilience of LGBTIQ youth and effectively equalize their opportunities.
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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 | 0.000 | 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".