Social Disadvantages and Peer Victimization: Exploring Potential Pathways
Why this work is in the frame
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Bibliographic record
Abstract
The present study tests a conceptual framework guided by the social disorganization theory, which examined whether neighborhood deterioration was correlated with perceived hopelessness, and coping strategies (i.e., defending behavior and a display of a tough demeanor). We also examined whether, within the context of social disadvantage, some coping strategies were correlated with aggressive behavior, which might be associated with peer victimization. The study sample consisted of 502 African American youths in low‐resource communities in Chicago’s Southside. Results indicated that neighborhood deterioration was positively associated with hopelessness ( B = .138, p = .006), tough demeanor ( B = .137, p = .042), and peer victimization ( B = .158, p = .011). Also, hopelessness was positively associated with peer victimization ( B = .109, p = .025). Defending behavior was positively associated with physical aggression ( B = .110, p = .009) and verbal aggression ( B = .047, p = .019). Moreover, tough demeanor was also positively associated with physical aggression ( B = .217, p < .001) and verbal aggression ( B = .169, p < .001). Furthermore, verbal aggression was found to be positively associated with peer victimization ( B = .766, p = .019). Overall, findings point to a more nuanced and complex relationship between neighborhood conditions and peer victimization among urban African American youth. An understanding of the coping strategies of urban adolescents in dealing with peer victimization encounters can shed light on the complexities of adolescent peer dynamics in urban areas.
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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 | 0.001 |
| 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 | 0.000 |
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