Bibliographic record
Abstract
<div> Emergency response work has historically been performed by men and thus designed with them in mind; however, during the past few decades, increasing numbers of women are conducting this work. Despite growing participation, research suggests women first responders continue to face unsupportive workplace structures and cultures. This study explored the occupational experiences of women who work as firefighters, police officers, and paramedics from Southern Ontario, Canada. Semi-structured interviews conducted with this population (<i><i>n</i></i> = 20) focused on resiliency and stress, diversity and inclusion, and gender and the role of professional identity. Constructivist grounded theory guided analysis and cross-profession comparisons. Participants described significant improvements to women’s inclusion in first response work, however, they also identified continuing challenges. While some environments were described as highly supportive, many women still faced sexism and glass ceilings. Despite persisting obstacles, participants were deeply passionate about their work, and actively encouraged other women to join the field. Study results suggest that future advances can be encouraged by addressing the need for improved access to uniforms and equipment, on-the-job training to address barriers to promotions, flexible scheduling and childcare supports, and legislating equity, diversity, and inclusion training for all leaders and workers in the first responder community. </div>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.850 | 0.110 |
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; both teacher heads agree on what is shown here.
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".