Using Bourdieu’s Theory of Practice to Investigate the Experiences of Ontario College Graduates from Three Former Soviet Republics
Notice bibliographique
Résumé
With an aging population and a looming shortage of skilled labor, the Canadian government wants to attract more international students in the hope that many will stay on after graduation. For most international graduates, the path to citizenship involves securing suitable employment in Canada. This study used a mixed-methods research design to explore the experience of 30 Ontario community college graduates originally from three former Soviet republics – Russia, Ukraine, and Belarus – as they attempted to transition from school to work and to integrate into Canadian society. Pierre Bourdieu’s theory of practice provided the theoretical framework used to analyze their work and integration experience. The study examined the relationship between structure and agency, as well as the interplay of the three elements of Bourdieu’s theory: field, capital, and habitus. The data collected from in-depth interviews and document analysis revealed that each participant belonged to one of three distinct groups: “Teenagers”, or those who arrived in Canada shortly after graduating from high school; “Young Adults”, or those who were in their 20s and had further life experience on arrival; and “Mature Adults”, or those who were over 30 on arrival, leaving behind established lives. Before coming to Canada, many members of the Teenager group already had attitudes and attributes suited to Canada’s career field. They also possessed considerable cultural and economic capital as a result of opportunities provided by their parents. The participants in the Young Adult group could not come to Canada right after high school and therefore spent several years engaged in various activities in their home countries, gaining experience that gave them a career habitus not well aligned with the Canadian labor market. And the salient feature of the Mature Adult Group was that, even though some were still young when the Soviet Union collapsed, socialism had a profound impact on their habitus in general and career habitus in particular. Accordingly, they had the greatest difficulty adjusting to life in Canada. The study also revealed that, even though the participants experienced prejudice and discrimination as a nonvisible minority, their whiteness served as a form of capital in the job market.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».