African immigrant students’ participation in Canadian health-promoting schools
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
Background: Students are key stakeholders in schools, and their participation in the work of health-promoting schools (HPS) is crucial. This study focused on African immigrant students to Canada, who face the unique challenge of navigating unfamiliar school systems. The purpose of the study was to understand how immigrant students imagined, felt and thought about themselves in relation to education and health-related programmes from their perspective as Nova Scotia school stakeholders. Methods: The investigation was informed by critical race theory and social constructivism and involved three research methods: photovoice, individual interviews and focus groups. Study participants were 15 secondary school students of colour, aged between 12 and 21 years, who had migrated to Nova Scotia from Africa and the Caribbean region within the last 10 years. Findings: Three overarching themes were developed from the study relating to: the pedagogy of the HPS, Black consciousness and school health culture. Conclusion: Research participants perceived their participation in HPS as racially and pedagogically challenging, to a variable extent. Study findings highlight the significance to HPS programming of authentically representing Blackness, familiarity or love, and Afro-Caribbean cultural food.
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 | 0.010 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| 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