“Racelessness” in a Canadian Context? Exploring the Link between Black Students' Identity, Achievement, and Mental Health
Bibliographic record
Abstract
The relationship between racial identity, academic achievement, and mental health for 107 Black Canadian university students was examined within Fordham's “racelessness” framework. Fordham posited that to achieve success, educational or professional, in a society where Blackness is devalued, Blacks adopt a strategy of racelessness—they downplay their Black identity, disengage from their culture of origin, and assimilate into the dominant culture. Racelessness, however, results in psychological difficulties. This study failed to find evidence of the adoption of a raceless strategy by students. In fact, racial identity did not appear to be directly related to academic achievement. Possessing a closer affinity to Blacks, however, appeared to be psychologically protective. In addition, mentally healthier students had a more positive academic orientation, which in turn was related to higher GPA. Taken together, these findings suggest an indirect relationship between racial identity and academic performance.
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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 | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".