The impact of cultural identity on future orientations among First Nations youth
Bibliographic record
Abstract
The present study is an examination of Indigenous and Western culture influences on the construction of future orientations in youth. Future orientations were assessed in a group of First Nations and Western youth living in two separate communities in rural Quebec by using measures of optimism (Life Orientation Test â Revised; Scheier, Carver, & Bridges, 1985), career goals (Career-Related Goal Setting; Mu, 1998), self-perception (Self Perception Profile for Children; Harter, 1985), and final grades. Cultural identity with Indigenous and Western culture was assessed with an adapted biculturalism measure (Flanagan et al., 2011; Szapocznik, Kurtines, & Fernandez, 1980), while Indigenous cultural identity was further assessed with a measure of Historical Loss associated with colonialism (Whitbeck et al., 2004). Ninety-four students participated in this study, sixty-six of which identified as First Nations, and twenty-eight of which identified with mainstream Western culture. The results of this study suggest there are cultural differences in the construction of future orientations. Identification with an Indigenous culture was related to higher levels of optimism in a group of First Nations youth, and also seems to mitigate some of the negative effects of historical loss associated with colonialism in terms of optimism and grades. These results are consistent with the notion of cultural continuity serving as a protective factor for Indigenous youth (Chandler & Lalonde, 1998; Chandler et al., 2003). Overall, these findings indicate a need to better understand factors that influence how Indigenous youth perceive their future in order to promote successful future outcomes.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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 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".