“I Thought It [University] was the Only Way to Go:” Competent Agents in Pursuit of Possible Paths beyond University Walls
Bibliographic record
Abstract
This qualitative study documents the experiences of youths in Montréal during both their university and post-university phases, specifically focusing on individuals whose parents originate from the Caribbean, sub-Saharan Africa, or Latin America. Through semi-structured interviews with six youths who interrupted their university studies, our investigation employs the theory of structuration and the concept of intergenerational temporality. The findings illuminate the challenges these individuals face in deciphering the intricacies of the academic landscape and highlight their struggle to establish a genuine sense of belonging within the university environment. Furthermore, our analysis sheds light on the discernible impact of parental expectations, which contribute to prolonging their educational journey. Notably, following the interruption of their university studies, our examination accentuates the agency displayed by these youths beyond the confines of the university. Their choices to either reenroll in a college or technical program or directly enter the job market underscore their agency. In conclusion, we underscore the imperative need to deconstruct the prevailing university model, advocating for a paradigm shift that prioritizes adapting the educational system to the diverse needs of students. This approach, rooted in principles of equity and social justice, emphasizes the significance of reconfiguring the educational landscape to better serve the student body.
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How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".