Accomplished Black North Americans and Antiracism Education: Towards Bridging a Seeming Divide
Bibliographic record
Abstract
This article examines the seeming historical disconnect between antiracism education and successful, highly educated, and upwardly mobile black North Americans. Many successful blacks tend to resist racism via strategies informed by the hegemonic neoliberal and individualistic ethos, with the key strategies being educational and occupational attainment. Such individualistic strategies are opposed by antiracism education, which emphasizes battling racism on structural and institutional levels. I argue that this disconnect between middle-class black consciousness and antiracist discourse stems from the general failure of antiracist scholarship to understand adequately the complex and conflicted identities and lived experiences of many successful blacks. This failure on the part of antiracist scholarship can be attributed to a historical premising on binary racial categories and zero-sum conceptions of power. However, recent post-structuralist trends in antiracist scholarship, such as an increasing emphasis on integrative antiracism, hold the promise of creating an antiracist discourse that better resonates with successful blacks.
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 | 0.001 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.007 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| 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 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".