Contextualizing Ethnic/Racial Identity: Nationalized and Gendered Experiences of Segmented Assimilation Among Second Generation Korean Immigrants in Canada and the United States
Bibliographic record
Abstract
The purpose of this research is to contribute to the social constructionist study of relationships between assimilation experiences, gendered ethnicity and ethnic identity formation among second generation Korean Americans and Korean Canadians.As the presence of Korean immigrants in the U.S. and Canada is currently increasing at record high rates, the integration and adaptation of this new Asian immigrant group is an important concern for empirical assessment.For second generations, experiences of integration and adaptation influence ethnic identity formation, the socially constructed sense of self and belonging to ethnic groups and cultures.This study develops an understanding of segmented assimilation experiences, the internalization and resolution of racialized gender stereotypes and associated identity formations through content analysis of interview data.Thirty-one second generation Korean Americans and Korean Canadians participated in in-depth face-to-face interviews.The respondents shared their lived experiences of assimilation, gendered ethnicity and ethnic identity.The results are a presentation of emergent themes.The interpretation of data employs a contextualization of the results in national and gendered settings.Presented are three major results.First, American and Canadian second generation Koreans encounter similar assimilative experiences of adaptation struggles, social exclusion and confrontations with the model minority stereotype.Second, the respondents expressed the following distinct models of Americanness and Canadianness: the ethnic American model (Kibria 2002) and the multicultural Canadian model.Neither model, however, seemed to permit full integration of Asians into the mainstream.Third, racialized gender stereotypes were prominent sources of conflict for the respondents.In conclusion, I suggest and discuss a model of dissonant identity formation.Conversations with second generation Koreans have shown that the formation of ethnic identity is a challenging experience that requires ongoing resolutions of conflicting messages coming from mainstream and co-ethnic social settings.v DEDICATION I dedicated this dissertation to a number of people who inspired the inception and completion of this project.To begin, I dedicate this to my dear friends spent many days and nights talking with me about the life of a second generation Korean.Julia Kim and Joy Yoon, your support and inquiry always gave me the confidence to move forward.Next, I dedicate this to the participants of this study.Thank you for sharing with me your life stories for the purpose of social scientific research.I am grateful for the opportunity to meet with each one of you and to hear your accounts of the second gen experience.Finally, I dedicate this document to my parents.You two are the most influential individuals in my life.Mom and dad, I am certain that I would not be here without you two as my models and my mentors.It is a great privilege for me to follow your examples.Thank you so much for following your hearts, even when others frowned on your decisions.There are many times that I
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.008 |
| 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".