Anglophone Caribbean Immigrant Women: Learning and Development within the Contexts of Transnational Migration
Bibliographic record
Abstract
This study used a heuristic phenomenological approach to examine the learning and development experiences of 15 Anglophone Caribbean immigrant women in the United States. The findings suggest that culture and early school socialization in the country of origin influence learning and development experiences in the host country. Some of the major challenges participants faced in their learning and development in the United States were in transforming their cultural assumptions about silence, negotiating language and identity, and reorienting to a new meaning of teaching and learning. Reconceptualizing Belenky et al.'s (1986) model of women's ways of knowing, the study demonstrated that agency, culture, social capital, and the sociocultural environment influence the epistemological position that a woman occupies. The women were found to move freely among the epistemological positions of knowing. Résumé Cette étude a fait appel à une approche heuristique et phénoménologique dans l'analyse des expériences d'apprentissage et de perfectionnement d'immigrantes antillaises anglophones vivant am États-Unis. Les résultats de notre recherche suggèrent que la culture et la socialisation scolaire précoce dans le pays d'origine ont une influence sur les expériences d'apprentissage et de perfectionnement dans le pays d'accueil. Parmi les principaux défis relevés par les femmes dans leurs apprentissages et leur perfectionnement, notons l'obligation de changer leur perception par rapport au silence, négocier leur langue et leur identité et revoir leur définition de l'enseignement et de l'apprentissage. En reprenant les modèles d'apprentissage féministe de Belenky et al. (1986), notre étude a montré comment l'environnement social, communautaire, culturel et économique influençait la position épistémologique de la femme en société. Les femmes se retrouvaient à tons les niveaux épistémologiques du savoir.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.005 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".