Racial Variations in Ethnic Identity among the Children of Immigrants in Canada
Bibliographic record
Abstract
Using data from the Ethnic Diversity Survey, we study the impact of parental human capital, family socialization, co-ethnic friendship, and experience of discrimination on ethnic identity formation among the children of immigrants from diverse ethnic backgrounds. In addition, we examine the extent to which these factors account for racial variations in ethnic identity attainment. The results show that racial minority children of immigrants are more likely to attain ethnic identity than their white counterparts. We also find racial variation is explained by parental human capital, family socialization, co-ethnic friendship, and past experience of discrimination. We discuss implications of our findings for Canada’s multiculturalism policy, which promotes the formation and maintenance of ethnic identity. Dans cette étude, nous utilisons les données de l’Enquête sur la diversité ethnique pour examiner l’impact du capital humain des parents, la socialisation familiale, les rapports entre amis de différentes ethnies, et l’expérience de la discrimination sur la formation de l’identité ethnique des enfants d’immigrants de diverses origines ethniques. Nous cherchons aussi à voir si ces facteurs expliquent les variations raciales dans la construction de l’identité ethnique. Les résultats montrent que les enfants d’immigrants de minorité raciale sont plus susceptibles de se forger une identité ethnique que leurs homologues blancs. De plus, les quatre facteurs expliquent la variation raciale. Nous discutons des implications de nos résultats pour la politique canadienne du multiculturalisme.
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How this classification was reachedexpand
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".