ACADEMIC ACHIEVEMENT OF ADOLESCENTS FROM SELECTED ETHNOCULTURAL GROUPS IN CANADA: A STUDY CONSISTENT WITH JOHN OGBU'S THEORY
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
ABSTRACT. This paper analyses the academic achievement of adolescents in selected ethnocultural groups in Canada. Specifically, the article, a part of a larger study, is an analysis of the academic performance of adolescents from the Caribbean, Chinese, East European, Latin American, South Asian and Canadian groups. In the larger study 1,954 students were surveyed and 131 were interviewed in schools in Toronto and Vancouver. The findings in the article, consistent with John Ogbu's theory, indicate that the majority of the students who belong to voluntary, as opposed to involuntary, minority ethnocultural groups excel in academic performance despite language barriers and racial discrimination. Few studies have been conducted on the academic achievement of selected ethnocultural adolescents. Therefore the purpose of this study was to (1) determine the academic achievement of selected ethnocultural adolescents and (2) demonstrate consistency with John Ogbu's cultural-ecological theory of voluntary minority groups in the Canadian context. RESUME. Cet article analyse les resultats scolaires d'adolescents appartenant a des groupes ethnoculturels choisis au Canada. En particulier, l'article, qui s'inscrit dans une etude plus vaste, analyse les resultats scolaires des adolescents appartenant a des groupes d'origine antillaise, chinoise, d'Europe de l'Est, d'Amerique latine, d'Asie du Sud et du Canada. Dans l'etude plus vaste, 1 954 eleves ont ete etudies et 131 ont ete interroges dans des ecoles situees a Toronto et Vancouver. Les resultats de l'article, qui concordent avec la theorie de John Ogbu, revelent que la majorite des eleves qui appartiennent a des groupes parmi les minorites ethnoculturels, volontaires plutot qu'involontaires obtiennent d'excellents resultats scolaires malgre les d'obstacles linguistiques et la discrimination raciale. Peu d'etudes ont ete menees sur les resultats scolaires d'adolescents appartenant a des groupes ethnoculturels choisis.2 C'est pourquoi le but de cette etude etait (1) de determiner les resultats scolaires d'adolescents appartenant a des groupes ethnoculturels donnes et (2) de corroborer la theorie culturelle-ecologique de John Ogbu sur les groupes minoritaires volontaires dans le contexte canadien.
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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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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 it