Bibliographic record
Abstract
Abstract Even though the earliest Muslim immigrants did not plan on permanently settling down in their new host countries, by the 1980s, post-1960s Muslim migrants accepted the reality that they were in the West to stay, and they gave up all plans of returning to their countries of origin. Later, serious plans to form a new (i.e., American, Canadian) Muslim identity were in the making. Discussions amongst community leaders who were committed to the welfare of Muslims, to Islam, and to preserve their Muslim identity and culture. Therefore, Muslims became convinced that they were becoming permanent settlers in the West, that they were home, and that they needed to produce a modified version of Islam that suits their needs. As a manifestation of this reality, Muslim youth also started to distance themselves from their parents’ heritage and to move toward a more inclusive identity that contained both their Islamic and their Western heritage. Cesari refers to this as “cultural globalization,” which involves the “deterritorialization” of communities. In this context, Western Islamic identity becomes a powerful source of collective solidarity, recreating connections between groups otherwise separated by widely diverging doctrines, sects, histories, and cultures. Nonetheless, since the early 2000s, Western Muslims have faced significant levels of prejudice and discrimination in host countries—sometimes to an extent that threatens the orderly functioning of society.
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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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 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".