The relationship between participation in Aboriginal cultural activities/languages and educational achievement for Native Canadians : an analysis of the 1991 Aboriginal Peoples Survey
Bibliographic record
Abstract
This research examined the associations between cultural retention, various aspects of identity formation, and mobility on levels of academic achievement of Canadian Aboriginal people. A secondary analysis of a sample of 636 respondents to the 1991 Aboriginal Peoples Survey was conducted. The variables examined included: participation in cultural activities and Native language(s), perception of parental and family support, having Aboriginal teachers, Aboriginal language(s) being used in the classroom, Aboriginal language facility, liking what was taught in school about Native people and history, and number of schools attended. Both bivariate and multivariate analyses indicated significant relationships between educational attainment and Aboriginal language facility, liking what was taught about Aboriginal people in elementary school, and number of high schools attended. Recommendations for future research include the use of more precise data on the variables of interest in order to confidently predict the factors which affect educational achievement among Canada's Aboriginal people.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".