Paths to Work: The Political Economy of Education and Social Inequality in the United States, 1870-1940
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
This dissertation examines how the expansion of formal education, so often hailed as a road to opportunity, gave rise to a new form of social inequality in the modern United States. Using quantitative data analysis and qualitative archival sources, it traces the transformation from workplace-based training for employment in the nineteenth century to school-based training in the twentieth century. This dissertation examines the city of Boston, a city that pioneered many developments in American education and was home to a heterogeneous population and diversified economy. Prior interpreters have applied competing frameworks to the relationship between education and work: “human capital” by economists, “credentialism” by sociologists, and “skill-formation regimes” by political scientists. By delving deeply into the history of this transformation, I show how an expanding landscape of schools facilitated social mobility for some, especially women and second-generation immigrants, but also encouraged “professional” strategies of job control based on exclusionary educational credentials that overwhelmingly benefited an educated, white, male, elite. My dissertation reorients the focus of contemporary inequality scholarship from the “turning point” of the 1970s to the profound transformation of paths to work a century earlier.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.003 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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