Bibliographic record
Abstract
Drawing on in-depth interviews with descendants of North African working-class immigrants admitted to elite higher institutions in France, this paper investigates the under-researched role of family dynamics in facilitating upward educational mobility and informing the experience of social ascension. It shows that concrete mobility strategies, such as authoritative parenting and close mentorship from older siblings, have been deployed to enable the respondents' educational attainment. Moreover, a set of moral resources transmitted through stories about family-rooted aspirations and stories about post-migration hardships and sacrifices have contributed to forging strong motivational dispositions that have facilitated school success among the respondents. These resources have further shaped the symbolic significance the interviewees associate with mobility. In contrast with the dominant individual-centred narrative of success, for second-generation North African immigrants, mobility represents a powerful way of 'giving back' to former-generation migrants whose mobility dreams often had to be relinquished. The respondents also position themselves as role-models for other youths of racially and socially disadvantaged backgrounds: their mobility pathways are described as vital for collective advancements particularly through the sense of minority empowerment these generate.
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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 | 0.005 |
| 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 | 0.013 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".