With Privilege Comes Responsibility: Why some privileged insiders transform institutions for societal benefit
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
Why do some privileged insiders take action to transform institutions for broader societal benefit, while others do not? Privileged insiders are those who, because of their education, socio-economic background, formal position, citizenship, gender and/or race, derive advantages from existing institutional arrangements. While their relative privilege places them in a better position to influence institutions, prior research would suggest that they are unlikely to do so without the prospect of personal gain. We find that privileged insiders feel compelled to engage in prosocial institutional transformation when they situate the problem not with others but with themselves, acknowledging their own complicity in structural injustice. They can navigate the emotional discomfort triggered by moral emotions by taking small pragmatic actions that lower their emotional distress and initiate a cycle of experimentation with change. Finally, we show that the practical evaluative dimension of agency plays a central role in shaping institutional change agency. Foregrounding the role of emotions in practical evaluation, we reveal how transformative templates for action emerge from a deliberative engagement with the self.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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