The influence of systemic racism on quarter-life crisis in The Autobiography of Malcolm X (as told to Alex Haley)
Why this work is in the frame
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Bibliographic record
Abstract
This paper aims to analyze the influence of systemic racism on quarter-life crisis, experienced by Malcolm X, as seen in The Autobiography of Malcolm X (As Told to Alex Haley). Its emphasis is to find the relation between racial segregation in American society and its influence on quarter-life crisis, which is a psychological crisis of uncertainty, self-insecurity and identity confusion, occurs during emerging adulthood. Therefore, by applying a qualitative method, this research is under Post-Nationalist American Studies and psychosocial approach as an integrated paradigm which accommodates the inter-disciplinary aspects of �self and society�. The analysis showed that racial segregation, in the field of education and job occupation, is a form of systemic racism which influences Malcolm X�s mental wellness as an emerging adult African-American. He experiences Robinson�s phases of quarter-life crisis which are locked in, separation/time-out, exploration and rebuilding. In fact, racial segregation in this narrative works as �a function of blocked opportunities� which disallows young African-Americans to develop their own competencies and to achieve their �American Dream�. However, in the development of his quarter-life crisis, Malcolm X managed to rebuild his new long-term commitment contributing to the reconstruction of his adult identity as an African-American Muslim activist.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| 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