Le rapport au travail : mise en lumière de l’agentivité des jeunes en situation de vulnérabilité au Québec et en France
Bibliographic record
Abstract
Work plays an important role in the lives of both societies and individuals. It serves as both a means for social integration and a source of identity, notwithstanding historical contexts marked by precarious employment. Whereas much international research and many comparative studies have addressed young people’s relationship to work, the existing literature tends to paint a rather uniform picture of youth. This article begins with a focus on the unique aspects of the relationship to work among vulnerable youth, which leads to an exploration of the processes by which these individuals develop agency. Coupled with inductive qualitative analysis, the systematic international perspective provided by interviews conducted with vulnerable youth (dropouts, immigrants, Indigenous persons, rural residents, and overqualified individuals) in Quebec and France shows that labour market participation not only remains important to these youth but constitutes a hub around which their lives acquire structure and meaning. They experience inactivity very negatively and express strong criticism of social assistance. Although vulnerable youth are acutely affected by material insecurity and often cite the desire to earn money as a reason for working, financial considerations remain complex by involving a variety of dimensions. Finally, despite the hardships they experience, young people tend to describe the labour market in pragmatic and optimistic terms.
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 | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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".