Choix identitaires et représentations de l'identité issue de l'immigration chez la deuxième génération
Bibliographic record
Abstract
De plus en plus de gens, y compris dans les travaux académiques, ont tendance à concevoir le monde en fonction de rapports ethniques ou culturels essentialisés. Ainsi, la seconde génération est le plus souvent étudiée en prenant pour acquis qu'elle a une identité biculturelle. Adoptant une définition subjective de l'identité comme étant un construit individuel composé des groupes d'appartenance que l'individu considère être les plus importants et les plus caractéristiques de sa personne, j'ai voulu vérifier l'importance que les jeunes de la deuxième génération accordent au groupe d'origine de leur(s) parent(s) immigrant(s). L'article repose sur 28 entrevues en profondeur réalisées à Québec et Montréal avec des jeunes de 18 à 25 ans nés au Québec mais dont au moins un parent est né à l'étranger, et recrutés principalement à l'aide du registre des naissances, afin d'éviter le recours à l'autodéfinition. Les résultats montent une grande variété dans les choix identitaires de jeunes de seconde génération, qui sont loin de tous s'identifier à l'origine ethnique de leur(s) parent(s) immigrant(s). Ceux qui le font ont des représentations assez diversifiées de ces groupes, mais elles sont généralement culturelles ou ethnoculturelles, ce qui est compatible avec une allégeance civique envers le Canada ou le Québec.Increasingly people, including academics, tend to conceive of the world as based on essentialised ethnic or cultural categories. Thus, research on the second generation often takes for granted that this population has a bicultural identity. In this paper, I define the concept of identity as the subjectively constructed set of groups of belonging which the individual considers to be most important to and most characteristic of his/her Self. I then attempt to determine whether or not second-generation youth feel a strong attachment toward the ethnic origin of their immigrant parent(s). The paper relies on in-depth interviews conducted in Québec and Montreal with 28 youth (18 to 25 years of age), who were born in Quebec and who have at least one immigrant parent. Respondents were mainly identified through birth registries, thus avoiding the use of self-identification for recruitment. Results show great variety in the identities chosen by second-generation youth. Relatively few identify with their immigrant parent(s)' ethnic origin. Those who do have diverse representations of these groups, which are nonetheless generally cultural or ethnocultural in content. This form of identification with cultural or ethnocultural groups is shown to be compatible with a civic allegiance to Canada or Quebec.
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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 | 0.001 | 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 | 0.001 | 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) | 0.001 | 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".