Indigenous students: resilient and empowered in the midst of racism and lateral violence
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Indigenous post-secondary students in Canada have long been battling for equity. The Truth and Reconciliation Commission’s report demanded that universities move to decolonize and seek reconciliation. Despite this movement, within Indigenous student communities, difficult and emotional struggles continue in the form of lateral violence - violence derived from extensive historical colonization and oppression. Drawing on twenty-seven open-ended interviews with Indigenous students at three Ontario universities this project investigates what role lateral violence is playing within these post-secondary institutions. How are students seeking and securing community, power and resources within the post-secondary environment? And how do these experiences vary by gender, class and other intersecting social categories? The data demonstrates that lateral violence is a serious concern for Indigenous students and the colonized university environment continues to exacerbate the problem. However, Indigenous students are developing awareness and strategies that enable them to move beyond the lateral violence and find success.
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.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it