Job Market Boom and Gender Tide: The Rise of Canadian Social Sciences in the 20th Century
Bibliographic record
Abstract
In the last century, the development of the social sciences in institutions of higher learning has been nothing short of spectacular. This is especially true when considering the period opened by the Second World War, a time when the number of students rose exponentially, faculty body grew accordingly, and the volume of research and publications skyrocketed. Yet a global and quantitative analysis of the evolution of Canadian social sciences is still lacking. If some excellent monographs have contributed to a better knowledge of specific disciplines, Canadian scholars did not produce a global cartography of social sciences' development over the last century. This is precisely what this paper endeavours to provide. Its first section explores the rise in student enrolment (with a special analysis of gender composition), the second looks at the growth of faculty hiring and the third section suggests some hypotheses concerning the spectacular growth of social science disciplines through a discussion of Frank and Gabler's recent book, Reconstructing the University . These sections will provide an introductory global overview of the evolution of social sciences in university-level institutions in Canada. This historical analysis will help us better grasp the changes that affected Canadian social sciences through the last century.
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.
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 | 0.006 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.008 | 0.005 |
| Science and technology studies | 0.004 | 0.058 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 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; both teacher heads agree on what is shown here.
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".