Identity, Ethnicity and School Experiences: Relocated Montserratian Students in British Schools
Bibliographic record
Abstract
This paper explores the issues of identity and ethnicity that confront relocated Montserratian students in British schools. It begins with a brief historical review of the ongoing volcanic crisis, then explains the circumstances within which the issues are framed. The paper argues that the merging of “old” and “new” forms of identity and ethnicity has affected relocated students’ aspirations in various ways. Montserrat’s education system evolved out of a colonial British-based curriculum that encouraged particular morals, which are not apparent in the British school system. These values remain an integral part of the Montserrat mores and thus are recognized as central to the island identity. In adjusting to their new cultural environment, relocated students have donned new identities that have inevitably clashed with traditional norms. This paper therefore explains how they have negotiated their ethnic/racial identities in relation to school and home, and how they have crafted new identities, while at the same time trying to maintain a desired level of “Montserratness.” The assessment and inferences made in this paper are based on formal and informal research conducted with relocated Montserratians, particularly students and their parents/guardians, in different regions, but the main location is London.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.019 | 0.010 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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".