“People don’t talk about it here”: A grounded theory study of sexual violence prevention and school climate in rural Nova Scotia
Bibliographic record
Abstract
Sexual violence is a prevalent issue in Nova Scotia, and residents in rural areas of the province face increased barriers developing comprehensive prevention initiatives and responses to this form of Gender Based Violence (GBV). Promising primary prevention approaches include social-ecological approaches that influence norms and values surrounding sexual violence and can be used in youth prevention programs in tandem with school climate approaches. For this qualitative thesis, student and staff experiences of sexual violence prevention in their high schools in Northeastern Nova Scotia were analysed using a constructivist Grounded Theory Method (GTM). Four in-depth open-ended participant interviews were coded using this method to develop a theory of sexual violence prevention in rural areas. The analysis of this research led to the conceptualization of a theory of resource allocation as value statement within school systems in rural Nova Scotia, developed from four core categories: sexual violence stigma in Nova Scotia, resource allocation as value statement, sexual violence prevention as social-ecological norm development, and rurality as an experiential spectrum. This research has implications for methodological approaches to evaluating primary sexual violence prevention initiatives, and for the development of future sexual violence prevention programming in high schools in rural areas. Keywords: sexual violence prevention, primary prevention, grounded theory method, rural studies, school climate
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".