Bibliographic record
Abstract
Abstract Although some research mentions the diversity of Muslims in terms of their religion, culture, and race—and the need to be aware of this diversity in order to understand Muslim students’ experiences—the focus is usually on the boundaries that exist between the social world of Muslims and that of non-Muslims . Specifically, most North American research that examines Muslims’ experiences in schools addresses the hidden practices that influence this diverse group to fit in among Canadian and American societies. Some of those hidden practices—which are internalized by individual acts toward minority Muslims or by institutional racism—are part of an ideology connected to historical settler colonization in which religion and race are interconnected and contribute to viewing other religions as inferior or to political agendas represented through the media. Notably, the Islamophobia discourses that have been occurring in light of the Islamic State of Iraq and Syria (ISIS) attacks in the West influence the lives of Muslims and non-Muslims who live there. Given global Islamophobia and the increasing numbers of Muslim youth refugees due to ISIS, research and guidelines have emerged emphasizing the psychological impact of the political and social pressure on Muslim youth as evident in mental health issues related to trauma, anxiety, and depression affecting Muslim youth’s sense of belonging in their schools. In some discussionsrelated to the development of Muslim political identities, both internal and external factors contribute to placing Muslims in vulnerable positions and feeding us-versus-them binary discourse, which adds more injustice for, and discrimination against, minority groups. With such diverse discourses that tackle Muslim experiences within different spaces, there is a need to thoroughly investigate how Muslim educational experiences of everyday religion, with internal personal values and external societal values, are negotiated with the hope of eliminating the misunderstandings that may emerge due to the complex diversity of this group and their different levels of acculturation.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".