Bibliographic record
Abstract
Martha Harroun Foster's study of Montana's multiracial Métis reveals that groups in the United States have long struggled for recognition of their aboriginal heritage. We Know Who We Are joins a growing body of literature that seeks to unravel the complexities of ethnic identity in plural societies, a highly emotional and controversial issue. Foster is particularly intrigued with how a group of people with Indian and European ancestry, which lacks formal organization and governmental sanction, and sterotypical Indian cultural traits, still sees itself as a distinct people. In a well-written, theoretically complex introduction, the author outlines the factors that affected the development and maintenance of Métis identity, an ethnicity that has been fluid, situational, inclusive, and adaptive. Borrowing from Fredrik Barth's groundbreaking 1969 study of ethnic boundaries, Foster finds that a complex mixture of economic activities, government policies, ascription by outsiders, and self-ascription enhanced Métis community persistence (“Introduction,” in Ethnic Groups and Boundaries, ed. Fredrik Barth, pp. 9–38). According to the author, however, the group's flexible kinship organization proved most central to the Montana band's survival since its genesis in the eighteenth-century Red River of the North region of the Canadian-United States borderlands.
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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.006 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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; 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".