Using habitus and ethnic identity theory to investigate the decision-making of Canadian Modern Orthodox young people
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
Students’ access to higher education is significantly shaped by the cultural and social capital they hold and aspire to gain. This study examines Canadian Modern Orthodox high school graduates pursuing higher education, exploring the factors that influence their choices. By framing Canadian Modern Orthodox Judaism as an ethnic minority identity, the research reveals how this identity shapes the decision-making process of young adults. The study integrates Bourdieu’s concept of habitus and Phinney’s theory of ethnic identity to understand how students in a close-knit community plan their futures, balancing considerations of reputation, marriage, and career. Based on eight years of teaching at a Modern Orthodox high school in Southern Ontario, the study uses institutional ethnography to identify two key pathways: Pathway 1 involves students taking a gap year in Israel, postponing their minority status on North American campuses, while Pathway 2 sees students entering directly into secular universities, where they become ethnic minorities for the first time. The paper also explores how students manage their post-secondary experiences and the impact on their cultural and social capital. Those who choose a gap year in Israel often accumulate greater cultural and social capital within their community compared to those who enter university directly.
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.
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 | 0.006 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.001 | 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