Engaging in emotional and cultural work: Migrant mothers’ experiences of school-based sexuality education
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
Objective: By looking at the school-based sexuality education experiences of migrant mothers in Tiohtià:ke-Montréal (Canada), this article aims to shed light on the diverse and often invisible ways in which parents become involved in their child’s sexuality education. Method: Qualitative virtual asynchronous focus groups. Results: The findings shed light on the different ways in which migrant mothers become engaged in their children’s sexuality education. The results showed that participants engaged with cultural perspectives by discussing sexuality education topics with their child, thereby mitigating the power imbalance between themselves and the school by building on the parent–child relationship. Mothers also made their voices heard by actively becoming involved in change. Conclusion: Aligned with the principles of culturally responsive education and school–family partnership, the analysis and discussion raise awareness about the limitations of existing school-based sexuality education curricula, particularly when it comes to recognising and empowering parents as primary educators. Moving forward, the research urges educational institutions and actors to learn from the challenges faced by migrant parents and the strategies they employ. This learning can then be used to inform the development of school-based sexuality education curricula and policies so as to ensure that they are more responsive to the needs of migrant students and families.
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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 | 0.001 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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