“Abracadabra”: Intimate Inventions by Early College Women in the United States
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
What did it mean to aspire to become a college woman in the last quarter of the nineteenth century when this social identity was taking shape? I take a core sample of a particular place and time, Smith College in western Massachusetts in the early 1880s to examine the early formation of student culture as a critical element in the transformation of Victorian daughters into the New Women of the early twentieth century. In the first-person narratives of an extraordinarily well-documented circle of undergraduate friends whose private papers constitute what I call a group archive, we can observe a new social identity under construction. The individual identities that emerge are vibrantly personal yet nonetheless demonstrate the power of the group in shaping each other’s identities. Residential college culture heightens our awareness of identities as relational, and mutually constituted. In memorabilia books, diaries, and letters home a new sense of themselves emerges as intellectually capable, ambitiously self-confident, organizationally talented, and exuberantly free to improvise their own social world. The friendship group provides the fertile medium for self-invention and their narratives the very instruments through which the self is fashioned.
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 | 0.002 | 0.001 |
| 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