The re-standardization of a socio-economic measure based on public school children in Saskatchewan
Bibliographic record
Abstract
Cultural deprivation has been defined as "those aspects of middle class culture--such as education, books, formal language--from which these (culturally deprived) groups have not benefited" (Riesman, 1962, p.3). Riesman's estimate, based on the proportion of the population designated as lower class, indicates that one out of every three school children is culturally deprived (Riesman, 1962). This emphasis on social class as a cause of cultural deprivation is also made by Davis and Havighurst (1946, p.699) who state that "socio-economic status is believed to define and systematize different learning environments for children of different classes". These two excerpts from the literature reflect what is probably a wide spread concern in society, especially among those who are involved with problems of poverty, discrimination and illness. Given an equalitarian, ethical basis of social action, it is essential, from a research point of view, to document the relationship between various aspects of childhood environment (such as cultural deprivation, socio-economic status) and achievement (such as academic grades, social and personal adjustment). Before these relationships can be studied, however, it is necessary to deal with the methodological problem of developing adequate measures. Neff (1928, p. 732) has stated that we possess "no standard and carefully worked up measure of this variable" (socio-economic status). Past measures have been inadequate in that they have dealt almost exclusively with economic factors--a decidedly superficial and often inaccurate approach, especially in the day of "take-now-pay-later" plans. People of vastly different earning power now own many of the same luxury items. One can also cite examples of individuals who have made socially significant achievements, in spite of the fact that they came from economically poor homes. The purpose of this study is to develop a measure of socio-economic status which will be applicable to persons living in Saskatchewan.
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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 | 0.006 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.004 | 0.008 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".