Exploring the relationship between Ontario undergraduate university students’ levels of resilience and their experiences of diversity and inclusion
Bibliographic record
Abstract
Objective: The primary purpose was to assess, quantitatively, the relationship between levels of resilience and experiences of diversity and inclusion among students, and identify demographic factors most associated with these outcomes. The secondary purpose was to explore, qualitatively, students’ experiences of diversity and inclusion and their perspectives on how these experiences influenced their resilience. Participants: Undergraduates (n = 276) from 19 universities in Ontario, Canada. Methods: Mixed methods using demographic questions, three validated scales (measuring resilience, diversity, and inclusion), and interviews. Results: Significant positive correlations were found between resilience and experiences of diversity and feelings of inclusion. Significant associations were found between demographics indicative of equity-deserving group membership and these outcomes. Through interviews (n = 25), students described mostly positive experiences of diversity at university, with room for improvement regarding inclusion experiences. Conclusion: The relationship between resilience and diversity and inclusion can inform meaningful institutional practices to advance undergraduates’ experiences.
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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 | 0.001 | 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| 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".