Through the Looking Glass: White First‐year University Students’ Observations of Racism in St. John's, Newfoundland and Labrador, Canada
Why this work is in the frame
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Bibliographic record
Abstract
Despite the growing interest in microaggression theory (Sue et al. ), little research has been conducted on it through a sociological lens. In fact, the psychological research that does exist has been from the United States (Constantine ; Mercer et al. ; Ong et al. ; Sue et al. ) and Canada (Hernandez ; Houshmand ), focusing primarily on minorities. One area that remains unexplored is white observations of racism. This is especially relevant given that Sue et al. ( ) contend that it is those who are most disempowered rather than those who enjoy the privileges of power who are likely to accurately assess whether a racist act has occurred. With this view in mind, this article utilizes racial microaggression theory to investigate the observations of racism among a cohort of approximately 170 white freshman (i.e., first‐year) university students in St. John's, Newfoundland and Labrador, Canada. As this research is Canadian based, it presents an excellent opportunity to advance racial microaggression theory from an international perspective. The goal of this article then is to categorize white youths' observations of microaggressions in order to discuss and analyze their impact on minorities living in a highly homogeneous, white‐dominated space.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 it