Bibliographic record
Abstract
This thesis is based on three different focus groups held in the summer of 2018 with a total of twelve Black students. It examines a group of Black students’ experiences of racist microaggressions on the campus of a large comprehensive Canadian university situated in an urban setting. Using Critical Race Theory it analyzes how seemingly neutral comments, slights, snubs or representations by white students and professors contributes to a culture of anti-Black racism on this campus. Key to this analysis is the shift from traditional forms of racism to more subtle forms of racism in contemporary society, and the role that institutions play in reproducing racism. Microaggressions thus characterise the subtle way in which racism is perpetuated in contemporary society. The experiences described by the twelve students in this research study demonstrate the prevalence of microaggressions in the lives of Black students in this Canadian university. Furthermore, the four broad themes emerge from the focus group discussions: the lack of diversity in the student population and faculty, the invalidation of Black experiences, stereotypical representations of Black people and cultures, and gendered racism, give further nuance to the types of messages that Black students are exposed to at this university. This analysis produces a deeper understanding of how these micro-level interactions contribute to the broader culture of racism on campuses.
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 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 | 0.003 | 0.001 |
| 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 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".