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Record W2109217747 · doi:10.1080/01425692.2014.973015

Not just racial quotas: affirmative action in Brazilian higher education 10 years later

2014· article· en· W2109217747 on OpenAlexaff
Luisa Farah Schwartzman, Angela Randolpho Paiva

Bibliographic record

VenueBritish Journal of Sociology of Education · 2014
Typearticle
Languageen
FieldSocial Sciences
TopicRace, Identity, and Education in Brazil
Canadian institutionsUniversity of Toronto
FundersAustralian Government
KeywordsAffirmative actionRacismHigher educationSociologyAction (physics)Political sciencePublic administrationGender studiesEconomic growthLawEconomics

Abstract

fetched live from OpenAlex

This paper examines how affirmative action in Brazilian public universities has evolved from the start of the new millennium up to recent years. After an overview of the existing policies in public universities, we explain these patterns based on an analysis of the processes internal and external to the universities. Although these policies were initially thought of as racial quotas, class-based criteria have predominated, while the racial criteria became relatively circumscribed. Within the institutions, affirmative action brought new concerns about how to support and retain low-income students, as well as a discussion about racism, although the latter remains controversial.

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 imitation

Not 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.

metaresearch head score (Codex)0.002
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.780
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0020.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.001
Scholarly communication0.0000.001
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0010.000

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.

Opus teacher head0.031
GPT teacher head0.368
Teacher spread0.336 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designObservational
Domainnot available
GenreEmpirical

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".

Quick stats

Citations52
Published2014
Admission routes1
Has abstractyes

Explore more

Same venueBritish Journal of Sociology of EducationSame topicRace, Identity, and Education in BrazilFrench-language works237,207