American Migration, Settlement, and “Belonging” in Francophone Canada
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
AbstractMore Americans now reside in Canada than at any time since the Vietnam War. Of particular note is the surprisingly large population of immigrants from the United States who now reside in Montreal—Francophone Canada's largest and most diverse city. This article documents and analyzes the migration experiences, spatial patterns, and "sense of belonging" of Americans in Montreal during the post–Vietnam era framed within the larger political and linguistic context of the city's "Two Solitudes." Findings are based on information compiled from archival materials, census records, structured and unstructured interviews, survey questionnaires, participant observation, and fieldwork. My overarching goal is to embed the experiences and patterns of this English‐speaking group of immigrants in predominately French‐speaking Montreal during the past five decades—one of the most dramatic and divisive periods of time in Montreal and in Quebec as a whole.KeywordsCanada–U.S. borderlandimmigrationFrancophoneAnglophoneMontreal Notes1. The term "American" is used throughout this article to refer to U.S.–born residents of Quebec and other parts of Canada. I am aware that this term actually encompasses all residents of both North and South America (and thus could be viewed as being used inappropriately here to describe only people from the United States). However, since Canadians refer to migrants from the U.S. as "Americans," it is the most appropriate term to use for this particular analysis. For purposes of this study, the terms "English‐speakers," "English‐speaking community," "English‐speaking population," and "Anglophones" are used interchangeably. Likewise, "Francophones" includes "French‐speakers," "French‐speaking community," and "French‐speaking population."2. Note that although very little has been published to date related to U.S. immigrants in Francophone Canada, an emerging body of work does exist on other groups of English‐speaking immigrants in French Canada. Examples include a special issue of Canadian Diversity/Diversité canadienne about Quebec's many ethno‐cultural and ethno‐racial Anglophone communities (2010); a statistical portrait of Anglophone minorities in Canada by Jean‐Pierre Corbeil, Brigitte Chavez, and Daniel Pereira (2010); the work of Montreal historian, Jack Jedwab (2004; 2008a; 2008b; 2010); and other related research published by Lorraine O'Donnell (2010) and other scholars active in the Quebec Anglophone Research Network.3. A notable exception to the almost complete absence of recent work on Americans in Francophone Canada is a brief statistical study by Paul‐André Linteau in 2000 on a few of the historical flows of U.S.–Quebec migrants between 1791 and 1940.4. Although comparative research on recent U.S. immigration to Anglophone Canada and Canadian immigration to the U.S. has become more plentiful in recent years, these studies by scholars such as Jack Jedwab (2004; 2008a; 2008b; 2010); Susan Hardwick (2009; 2010), Susan Hardwick and Heather Smith (2012), and Audrey Kobayashi and Brian Ray (2006) say little or nothing about the distinctive incorporation experiences or sense of belonging of U.S. immigrants in Francophone Canada.Additional informationNotes on contributorsSusan W. HardwickDr. Hardwick is professor emerita of geography at the University of Oregon, Eugene, Oregon, 97403; [susanh@uoregon.edu].
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.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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 it