Religion and Negotiation of the Boundary between Majority and Minority in Québec: Discourses of Young Muslims in Montréal CÉGEPs
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
In Québec, tensions between youth immigrants’ identification and the perceived identity of the “majority group” is evident in greater Montréal-area schools, where a plurality of ethno-cultural or religious affiliations often converge and where racism and Islamophobia are becoming major social issues (Benhadjoudja 2014; Baubérot 2014; Bilge 2013). This paper aims to explore the discourses of “minoritized” Muslim youth pertaining to their perceived boundaries with respect to the majority group, considering the power relations at play. Ten qualitative interviews with Muslim youth born to immigrant parents and studying in colleges (CEGEPs) of the Montréal region will be analyzed. A typological analysis will reveal their main positions with regard to the majority group, which encompass ways of negotiating the border between the “Us” and “Them,” influenced by the process of secularism, arising from acceptance, contestation, or even a sort of exacerbation of racializing categorization. In conclusion, the social and political implications of these findings will be discussed.
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 | 0.000 |
| Science and technology studies | 0.000 | 0.002 |
| 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