Identity negotiations of multiply marginalized disabled youth
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
Research on disabled youth accounting for the intersection of multiple marginalized identities is lacking. This study explored the lived experiences of racially and/or gender minoritized disabled youth, focusing on how they negotiate their identities. Semi-structured interviews were conducted with 17 disabled youth who identified as gender diverse and/or racially minoritized. Thematic analysis was used to organize data into three main themes: (i) External influences on identity; (ii) Identity development/management; and (iii) Negotiating identity in space. Findings suggest that the development of identity is a complex process, where youth were influenced by external discriminatory beliefs and expectations, but also actively negotiated their identities through challenging these beliefs, accepting their identities, enacting agency regarding identity disclosure, and finding community and accessible spaces. We highlight the need to consider how differences of gender, race, sexuality, and class factor into the ability of disabled youth to occupy space.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| 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 it