Punjabi women living in eastern Canada: a study exploring how parental attitudes influence intergenerational cultural preservation and ethnic identity formation
Notice bibliographique
Résumé
The purpose of this study was to explore how parental attitudes influence intergenerational cultural preservation and ethnic identity formation among Punjabi women living in eastern Canada. Three research questions were examined: (1) How are culture and values communicated, transmitted, and preserved among intergenerational Punjabi women? Do the participants articulate a problem around communication and cultural preservation? (2) What are intergenerational Punjabi women's perceptions and experiences concerning cultural preservation and their ethnic identity formation? How does one develop a bicultural identity and what is the ‘best of both worlds’? (3) Will participating in this study influence intergenerational communication between mothers and daughters? Fifteen women (five first-generation, ten second-generation*) completed the informal interviews; ten women (three first-generation, seven second-generation) wrote a personal narrative; and all participants engaged in the final interview. The interviews and personal narratives were analyzed for emerging themes via the constant comparative method. Three themes were determined from the first research question: (1) cultural transmission, (2) cultural preservation, and (3) communication; and nine themes were identified from the second research question: (1) academic and career choice; (2) perceptions of Punjabi women living in eastern Canada; (3) identity; (4) marriage; (5) extended family concept; (6) episodes of discrimination; (7) language; (8) family relationships; and (9) the eastern Canadian Punjabi community. Results from the study indicate that first and second-generation Punjabi women living in eastern Canada are successfully developing bicultural identities. These women created a third space whereby they are able to live comfortably in both cultures. Communication and intergenerational cultural preservation play an integral role in their identity formation. They are able to balance the expectations of both cultures (dominant and home) into one mindset. They have become progressive in their thinking and are aware that traditions are continuously evolving and may even need to be altered (i.e., arranged marriage, extended family concept). Based on the findings, a framework for intergenerational cultural preservation and ethnic identity formation was developed. The framework consists of four components: school, home, society, and community. Each component is essential in preserving culture in first and second-generation individuals. Further recommendations for research are also discussed. *Second-generation refers to individuals who were born in Canada or immigrated to Canada before the age of five
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,012 | 0,003 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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 source (Gemma direct ou Codex distillé), 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 ».