On Blackness and Boyhood: Exploring the Educational and Emotional Lives of Somali Male Youth
Bibliographic record
Abstract
While there is a shortage of literature addressing the educational experiences of Somali-speaking students at present, the research that does exist reveals that students of Somali descent show low educational attainment and some of the highest drop-out rates of any minority group within the Toronto District School Board (TDSB). My research aims to explore this exact phenomenon by looking to the educational and emotional experiences of boy students who are of Somali descent, and who have at some point during their education been suspended, expelled, and/or labeled as at-risk for academic, emotional, and/or behavioral issues. My goal is to examine how male Somali students represent, understand, and navigate their understandings of education in the context of their experiences of expulsion, segregation, and/or exclusion at school. My study uses in-depth, semi-structured interviews that will draw on both visual and narrative methodologies. Drawing from critical childhood studies, I propose to incorporate visual representation (i.e., drawing) as a way to accompany and deepen my understanding of participants’ experiences that are sometimes not easily captured in language alone (Luttrell, 2020). All told, my aims are to gain insight into the ways that Black boys understand and conceptualize a school structure that has historically marginalized them and continues to, and the ways that they remain actively and imaginatively engaged in their own world-making. Overall, this study aims to contribute to existing literature on institutionalized racism within the education system, and it particularly aims to pose relevant implications for topics emerging from the field of postcolonial psychoanalysis. This study is also the first of its kind in that it foregrounds the emotional lives of Somali youth as they lived within social structures of racism.
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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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.018 | 0.012 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".