Perceptions and Experiences of Change in Practices of Masculinity among University-Educated Men of Iranian Origin in Quebec
Bibliographic record
Abstract
Through 19 qualitative interviews with university-educated men of Iranian origin living in the province of Quebec, this article sets out to examine their perceptions and experiences of performing masculinity in a new social setting. The Life Course theoretical approach has been applied to analyze how a shift in the social, cultural, and family context run by different ideals of manhood impacts the practices through which men expressed their masculinity. Thematic and comprehensive analyses of the data revealed gender roles apportioned to men in the society of origin, conjugality, and legal standards of the host society to be the main domains where changes and challenges were experienced. The results help us understand that masculinity, like femininity, is a contextually situated trajectory constructed in an ongoing interaction between the larger social structures and individual agency; like any other pathways of individuals’ lives, masculinity is a continuous process of rethinking and reinventing certain configurations, including the gender relevant attitudes and behaviors establishing what manhood is about and how it should be in a given societal context (Carpenter, 2010; West & Zimmerman, 1987). Masculinity is also a situated act as it evolves in a sociocultural context that has already defined some expressions of gender identities as ideal (West & Zimmerman, 1987).
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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 | 0.002 | 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 | 0.001 |
| 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 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".