«Pour devenir homme, tu transgresseras...» Quelques enjeux de la socialisation masculine dans les colleges classiques quebecois (1880-1939)
Bibliographic record
Abstract
Dans l'univers normatif des collèges classiques et des petits séminaires pour garçons de la fin du XIXe siècle et du premier tiers du XXe siècle, « devenir homme » présentait des défis particuliers. Pour quiconque ne se destinait pas à la vie religieuse, le modèle masculin véhiculé par ces institutions pouvait apparaître, dans son exaltation de vertus tel la chasteté, l'ascétisme et la soumission, déficitaire sur le plan viril au point de motiver des résistances plus ou moins grandes. À partir d'un corpus composé des fonds d'archives de trois collèges classiques régionaux ainsi que d'une soixantaine d'ouvrages (mémoires et autobiographies) rédigés par d'anciens collégiens, cet article cherche à approfondir le lien entre l'acte transgressif et la construction de l'identité sexuée. Saisissant l'acte délictueux au-delà de son sens premier, celui de l'affirmation de l'autonomie individuelle face au groupe et à l'autorité, il l'appréhende dans sa fonction d'expression et de restauration d'une masculinité ponctuellement menacée par la pédagogie collégienne. In the prescriptive world of classical colleges and junior seminaries for boys at the end of the nineteenth century and during the first third of the twentieth century, 'becoming a man' presented specific challenges. The male model promoted by these institutions, with its emphasis on virtues such as chastity, asceticism, and obedience, could appear lacking in virility for anyone not destined for religious life, to the point of engen dering varying degrees of resistance. Based on a corpus that comprised the archival holdings of three regional classical colleges, as well as approximately sixty works (memoirs and autobiographies) written by former collegians, this article seeks to investigate the connection between the transgressive act and the construction of sexual identity. Understanding the criminal act beyond its primary meaning – that of asserting individual autonomy in the face of authority and the group – it conceives of it in terms of its function of expressing and restoring a masculinity threatened from time to time by college education.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".