Navigating Dreams and Realities: An Intersectionality Approach to Understand Rural Youth Aspirations in Colombia
Why this work is in the frame
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Bibliographic record
Abstract
Rural youth studies identify that rural youth aspirations and life courses are dynamic and change over time. They are the outcome of the relationship between the context and the agency. However, few studies have explored how different social characteristics (e.g., age, sex) might influence the development of aspirations and how these characteristics and the relationship with the context where violence is a cross-cutting variable could exacerbate power imbalances. In regions where licit and illicit economies coexist, the exercise of agency by rural youth becomes an act of rebellion. This study employs an “I will be” method, grounded in Possible Selves theory, agency, and intersectionality, to explore rural youth's aspirations and life trajectories in La India, Colombia, from their own perspective. Findings reveal a significant tension between the aspirations of young men and women and the perceived attainability of their goals. In these communities, youth participation is limited, with their voices marginalized by social norms shaped by violence and historical conflict. This is particularly pronounced for young women, those without social support networks, and young adults living independently. Understanding the factors influencing rural youth decision-making is essential for developing context-appropriate policies and programs that can support their aspirations and provide pathways to meaningful change.
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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 | 0.001 |
| 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