Rising Class: How Three First-Generation College Students Conquered Their First Year by Jennifer Miller
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
Reviewed by: Rising Class: How Three First-Generation College Students Conquered Their First Year by Jennifer Miller Wesley Jacques Miller, Jennifer Rising Class: How Three First-Generation College Students Conquered Their First Year. Farrar, 2023 [352p] Trade ed. ISBN 9780374313579 $19.99 E-book ed. ISBN 9780374313593 $10.99 Reviewed from digital galleys R Gr. 8-12 In the fall of 2019, Briani and Conner are starting their freshman year at Columbia University in New York, while Jacklynn, Conner’s girlfriend from back home in Missouri, is beginning as a full-time student at Ozark Technical and Community College. All three are first-generation, low-income (“FLI”) college students sharing their singular, intimate, but representative experiences. Briani, originally from Georgia, is the child of Mexican and Dominican immigrants and doesn’t even have a winter coat yet, so the pricey Canada Goose parkas that pepper the Upper Manhattan campus stand out to her as one of the many ways her scholarship and stellar grades still left her markedly unprepared. Conner and Jacklynn’s relationship predictably struggles from distance, and individually they struggle with how different their lives have quickly become as coursework, family, and budding social lives hit in unexpected ways. With a light touch and heavy transparency, Miller offers both quantitative and qualitative context through additional media—fliers with detailed descriptions of each academic institution, FLI demographics and statistics nationally, etc.—that supplements the three perspectives on display. Headline summaries further contextualize 2020, as global-scale derailment from the COVID-19 pandemic and the unrest surrounding racial inequity understandably shift the tone and urgency of everything these students experience. Balancing the notoriously unprecedented with personal and familial firsts is a strength of this richly and thoroughly ethnographic project that sheds light on the realities of higher education for a growing number of students, even when that light isn’t particularly favorable. Copyright © 2022 The Board of Trustees of the University of Illinois
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.004 | 0.001 |
| 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