Assimilation, Cultural Pluralism, and Social Exclusion among Ethnocultural Groups in Vancouver
Why this work is in the frame
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Bibliographic record
Abstract
In this paper we use custom tabulations from the 1991 Census for Greater Vancouver to compare the settlement experience of "traditional" immigrants with ethnic origins in Europe vs. those from other parts of the world. In particular we analyze the extent to which assimilation or cultural pluralism best describe the experience of the two populations. Assimilation is measured according to the degree to which an ethnic group moves toward the characteristics of the native-born population, while cultural pluralism is assessed from profiles of residential concentration, employment segmentation, nonofficial language use in the home, and ethnic inmarriage. We also assess the extent to which assimilation or cultural pluralism is associated with social exclusion in terms of economic and educational achievement. In general we find that assimilation best describes the experience of both groupings, though it is much slower for non-European immigrants and ethnicities, where cultural pluralism survives appreciably beyond the first generation. Cultural pluralism is associated with economic marginality for both groups in their first decade in Canada, though more profoundly for non-European immigrants in terms of personal income. In contrast there is some evidence that for the European-origin native-born, some ethnic separation remains and is associated with economic privilege. In general with length of residence, the relationship between variables becomes more ordered, and education emerges as a structuring effect in shaping economic outcomes.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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 it