Consuming an edge: ADHD, stimulant use, and psy culture at the corporate university
Bibliographic record
Abstract
We examine "psy" on the college campus. Psy refers to ways of knowing and acting on ourselves that shape everyday life psychologically. We suggest that there is an "elective affinity" between psy and the neoliberal management strategies that now dominate the "corporate university." We describe ways that psy organizes college life by drawing on the history of college health services; interviews about mental health and services at a university in Canada; and historical, social, and media accounts of student mental health and pharmaceutical drug use-both prescribed and not-on campus in the US and Canada. By the 1990s, for the first time, many students were arriving at college as already experienced consumers of psy with diagnoses and prescriptions. We approach this and the increased use of medication as an aspect of the psy-campus. We focus on stimulants, using ADHD to illustrate the blurring line between treatment and enhancement. Students who use stimulants-with or without prescription-do so in the same way: instrumentally in relation to academic demands. The blurred line between academic stress and psychiatric distress is further illustrated by "clinic notes," an institutionalized practice that enables all students to act on academic pressure as a matter of mental health. We describe the links between psy and institutional branding and marketing to illustrate the role of mental health and wellness services in the corporate university.
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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 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.010 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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".