Bibliographic record
Abstract
Scholarly interest in children’s racial identity development continues to grow, enriching current theoretical contributions that highlight the varied factors that may influence the formation of children’s racial consciousness. Although recent empirical studies conclusively demonstrate that young Black children possess a more complex understanding of race, extant models that aim to explicate the developmental trajectory and content of Black children’s racial identity formations focus primarily on the interrelated dimensions of racial attitudes and racial awareness. The restrictive scope of the preceding contributions, while critically useful, nonetheless obscures or fails to account for an effective examination of the central concept of Black resistance and how it derives from and stimulates racial pride. By identifying this oversight in contemporary literature and applying a strengths-based ecological lens, this chapter offers a reconceptualization of Black children’s identity development with a concomitant aim of validating—based on findings in the research data—the rich and diverse sociopolitical knowledge of Black children. Through the process of connecting theory to practice, this chapter concludes with a submission of specifically pro-Black pedagogical activities designed to support and nurture racial pride and resistance among Black children (in both American and Canadian educational contexts).
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.007 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".