Immigrant students in the Chilean school system: Interculturality and inclusion
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
According to current estimates, there are 244 million migrants worldwide, corresponding to 3.3% of the world’s population. In the Americas, the number of migrants increased by 36% during the year 2015. The purpose of this bibliographic study was to explore and describe the state of the art of social inclusion of immigrant students in the Chilean school system. The method in this article was a review of scientific evidence updated out in the main databases available MedLine and The Cochranre Library Plus (PubMed, Lilacs, Scielo, EBSCO, Google Scholar), without date restriction, in Spanish, Portuguese and English. There were no restrictions regarding the type of study, without a date limit), 62 articles were selected. The increase of the foreign population in short periods of time exposes the migrant population to difficulties such as living in disorganization, and the need to adapt to the culture and customs of the host society, as well as traumatic events like abuse, discrimination, difficulties in access to health, educational and social services, lack of support networks and social articulation, which can have an impact on the physical and mental health of migrant populations. In Chile, it is still necessary to work to achieve intercultural education; indigenous people are still related to bilingual intercultural education. In conclussion, the diversity is a natural fact, therefore in this context it is suggested to create a vision of a culture of relations between diverse groups. Likewise, topics such as nationalism, identity, institutionalized attitudes of discrimination, xenophobia and racism, that still exist in the national culture, should be addressed.
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 | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 it