"Education will get you to the station": MARGINALIZED STUDENTS' EXPERIENCES AND PERCEPTIONS OF MERIT IN ACCESSING UNIVERSITY
Bibliographic record
Abstract
This article explores how four minority students in a university access program reconciled their presence on merit. They shared their experiences over two years through their application statements, life history interviews, weekly group sessions, and personal journal entries. Consistent with the discourse of merit, participants believed that by exercising agency and taking responsibility for their schooling, education will work to their benefit. They reconceptualized the access program as a scholarship program and affirmed pride in being university students, with a sense of obligation to their immigrant parents and a desire to give back to their communities. Key words : immigrant youth, access programs, racism, parental expectations Les auteurs analysent comment quatre etudiants faisant partie de groupes minoritaires et participant a un programme d’acces a l’universite reconcilient leur presence au merite. Ces etudiants partagent leurs experiences par divers moyens : textes rediges lors de leurs demandes d’admission, entrevues portant sur leur histoire de vie, sessions hebdomadaires en groupe et journaux intimes. Dans le droit fil du discours sur le merite, les participants croient que s’ils prennent leur education en main, elle leur sera profitable. Ils reconceptualisent le programme d’acces comme un programme de bourse; se disant fiers d’aller a l’universite, ils se sentent redevables a l’egard de leurs parents immigrants et souhaitent faire profiter leurs communautes de leur acquis. Mots cles: jeunes immigrants, programmes d’acces, racisme, attentes des parents
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".