EXPLORING THE RELATIONSHIP BETWEEN ASPIRATIONS AND EDUCATIONAL EXPERIENCES AMONG QUEBEC YOUTH IN RESIDENTIAL CARE WHO ARE AT THE EDGE OF TRANSITION TO ADULTHOOD
Bibliographic record
Abstract
This article explores the development of aspirations among young people in residential care who are on the cusp of adulthood, and the relationship between their aspirations and their educational experience. We examine the specific aspirations of young people, what shapes those aspirations, and how they interact with their educational experience. This article is based on a qualitative study that aimed to better understand the educational experience of young people in residential care in the Canadian province of Quebec. Biographical interviews were conducted with 35 young people aged 14 to 18. Our analysis demonstrates that, while many seem quite able to project themselves into the future, some appear to see their placement situation and its accompanying uncertainty as an obstacle to doing so. It also suggests that educational and professional aspirations can transform young people’s educational experiences and the meaning that they attribute to formal education, as well as influence their intention to pursue further education. Finally, our results offer a critical look at how youth construct their aspirations, and demonstrate the importance of providing conditions that allow and encourage youth in residential care to develop and pursue varied aspirations.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), 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".