Examining the relationship between acceptance of diversity and school safety: The roles of peers and teachers in a Canadian context
Bibliographic record
Abstract
Attention to diversity in classrooms has become more prominent in recent years. Unfortunately, research shows that diverse students feel relatively unsafe and unprotected in schools compared to their peers. Perceptions of peer and adult acceptance of diversity have been shown to separately associate with school safety. The current study extends existing research by exploring how mediating role of peer acceptance of diversity between adult acceptance of diversity and a sense of school safety among Canadian high-school students. Participants included 233 high-school students in Canada (mean age = 14.76, 34.5% girls) who completed a self-report survey about their perceptions of peer and adult acceptance of diversity and school safety. A just-identified path analysis revealed a significant positive association between adult acceptance of diversity and peer acceptance of diversity (β = .679, p < .001). Perceived school safety was directly and positively associated with both adult acceptance of diversity (β = .338, p < .001) and peer acceptance of diversity (β = .303, p < .001). There was also a significant indirect association between adult acceptance of diversity and a sense of school safety via peer acceptance of diversity, 95% CI [.111, .310]. These findings emphasize the critical role that adults have on students’ perceptions of diversity and safety in the school context.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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 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".