Mode of Difference and Resource for Resilience: How Religion Shapes Experiences of Discrimination of the Second Generation in France
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
There are two sides to cultural practices such as religion: on the one hand, they connect families across generations and space and can embed resources. On the other, as is the case with Muslim immigrants in Europe, they can become markers of difference and create social distance. Drawing on data on the schooling experiences of children of immigrants in France and on information concerning their religious and linguistic family context when growing up, this article maps these two aspects. Although those growing up in Muslim families are significantly more likely to report discrimination than those from Christian or nonreligious families, neither the degree of religiosity nor the presence of parental home-country language was associated with the probability of reporting discrimination. However, for those growing up in Muslim families, a religious family environment seems to protect against negative reactions such as losing interest in academic matters, whereas no such effects are found in Christian families or for home-country language. These findings show that religion is not only a consequential symbolic barrier that Muslims encounter in Europe but also, for those who are religious, a resource to cope with experiences of exclusion — a constellation that may prove consequential for dynamics of integration.
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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 | 0.000 | 0.001 |
| 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 | 0.000 |
| 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