“Be yourself, rediscover yourself, and find new aspects of yourself”: newcomer youth integration in a francophone school system
Bibliographic record
Abstract
Negative school integration experiences can compromise the healthy development of newcomer youth. Little research has explored what affects their experiences; even less has engaged youth in the research process. This study investigated the school integration experiences of French-speaking newcomer youth in a predominantly anglophone Canadian province using the Arts-Based Engagement Ethnography research method. We explored: (1) How do newcomer youth experience a public francophone school? and (2) How do these experiences influence their positive integration into the francophone school system in a predominantly anglophone province? Data from artifacts, interviews, and planned group discussions were organized into four structures: (a) navigating school integration challenges, (b) negotiating identity, (c) confronting biases, and (d) helping other newcomer youth. Underlying patterns painted a rich portrait of newcomer youth school integration experiences, which informed their emerging identity. Findings point to needed changes to supports and services offered to newcomer youth integrating into the francophone school system in a predominantly anglophone province.
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.
How this classification was reachedexpand
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 | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".