Black listed: The barriers affecting African Nova Scotians and university enrollment
Bibliographic record
Abstract
This study assesses the experiences African Nova-Scotian students face in their pursuit of post-secondary education through a case study of African Nova Scotians at Acadia University. Paul Willis' learning to labour theory, Patricia Hill-Collins' Black standpoint theory and bell hooks' theories on race and self-esteem, are used as complementary theoretical frameworks. By conducting four semi-structured interviews, I identified factors that enabled African Nova Scotians students to attend Acadia University. My research found that university attendance was strongly influenced by a parent or parental figure that attended university. The parental figure(s) emphasized the importance of education more than any teacher or their members of the communities from which they hailed. As well, athletics played a significant role in why some African Nova Scotians attended university as it provided added incentive to attend university - financial benefits through scholarships. To address the under-representations of African Nova Scotians in post-secondary education I recommend funding for African Nova Scotian community organizations who aid in African Nova Scotian social and academic support as well as the implementation of a transitional year programme.
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 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".