Shared values, different paths : first-generation Iranian men's and women's perceptions of the cultural production of an "educated person"
Notice bibliographique
Résumé
In this dissertation, I examined the lived experiences of eight first-generation Iranian immigrants (six women and two men) enrolled as full-time undergraduate students in predominantly English institutions of higher education in Montreal. Using the key principles of phenomenology and critical ethnography, and through a series of open-ended, in-depth interviews, I explored the situated meanings of education in the lives of these men and women. The findings of my study show that the participants' perceptions of higher education seemed to be greatly influenced by their cultural values and beliefs. They perceived "education'' as social and cultural capital which secures their status and prestige within their families and communities. They also identified economic advancement, upward social mobility, personal fulfillment and easier access to Canadian higher education as factors that significantly influenced their decisions to pursue their undergraduate degrees. The study revealed that the women emphasized the crucial role of education in securing their financial and intellectual independence from the men in the household. They held the belief that being an "educated woman" contributed to having a stronger voice and a more authoritative space within the family. The results of my study suggest that the voices of these men and women were linked to the issues of "agency", "critical thinking", and "belonging". The participants talked about their lives as "immigrants" and members of a marginalized minority group. While some openly talked about the existence of "covert" or "hidden" racism in Canadian society, they all expressed contentment with their lives in Canada when compared to Iran. They articulated their awareness of the conflicting concepts of gender roles existent in the traditional Iranian culture and the culture of the host country, and viewed western values of women's education and career development as a positive factor in pursuing their academic aspirations. Highlighting the significance of individual narratives and lived experiences of first-generation immigrant students, this study may contribute to broadening our understanding of issues faced by immigrant students in institutions of higher education. Furthermore, the insights from the lives of these men and women may have important implications for educators, administrators, and faculty staff in order to create more accepting and culturally sensitive campuses.
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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 | 0,004 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,010 | 0,015 |
| Communication savante | 0,006 | 0,003 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,002 |
| 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 ».