Age, Gender, and Agency in Juvenile Migration from England to Canada, 1850–1900
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
Abstract This article makes two important contributions. Firstly, it provides valuable insights into the motivations of working-class migrants in the second half of the nineteenth century, adding a new dimension to a scholarship focused on studies of forced migration or middle-class empire building. Its analysis of a rich body of published and unpublished letters from former institutionalized children reveals the primacy of financial gain in the migration decision and shows that working-class Britons saw the world beyond the British Isles as a space of opportunity, where they could leverage their mobility in pursuit of profit. Secondly, by arguing that juvenile emigrants need to be viewed as a heterogeneous body where age and gender made a difference in terms of experience, the article provides an important new perspective on institutional migration that has implications for wider literatures on childhood and youth. The average age of the boys studied for this article was sixteen and the research shows that they were active participants in the emigration process, shaping their own futures through their diverse decisions. Recognizing this significantly undermines the modern discourses of blame and victimhood that dominate the historiography and encourages us to re-evaluate our approach to nineteenth-century juvenile migration.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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