Which One to Take On?: International Students’ Identity Acquisition in the Hyperdiversity of Montreal
Bibliographic record
Abstract
This study explored the role of linguistic variables (fluency in both official languages, passing in both official languages and University affiliation) and identity variables (centrality and satisfaction towards the new cultural group) in the acquisition of a new cultural identity among international students in Canada. Two hundred and fifty four international students were recruited from universities in the Montréal region. Self-reported questionnaires were used to assess which new identity international students are in the process of taking on, their linguistic abilities, their university affiliation and in-group identification. The results demonstrate that international students who were fluent in French, could pass for a bilingual or a Francophone, and who attended a primarily French-speaking University mostly took on the Québécois identity as their new cultural identity. International students who were fluent in English, could pass for an Anglophone or neither pass for an Anglophone nor a Francophone, and attended a primarily English-speaking University took on either the Montréalais or the Canadian identity. International students who took on the Montréalais identity reported higher satisfaction towards their new cultural group compared to those who took on the Québécois or Canadian identities. We discuss the implications of these findings for future research and policy. Cette étude explore le rôle que des variables linguistiques (fluidité dans les deux langues officielles, pouvoir passer comme un Francophone et/ou un Anglophone et l’affiliation universitaire) et que des variables identitaires (la centralité et la satisfaction envers le nouveau groupe culturel) peuvent jouer dans l’acquisition d’une nouvelle identité culturelle pour les étudiants internationaux au Canada. Deux cent cinquante-quatre étudiants internationaux furent recrutés dans des universités montréalaises. Ils remplirent des questionnaires auto-rapportés utilisés pour évaluer quelle identité les nouveaux étudiants internationaux souhaiteraient acquérir, leurs compétences linguistiques, leurs affiliations universitaires et leurs identifications envers leur nouveau groupe culturel. Les résultats démontrent que les étudiants internationaux qui étaient fluides en français, qui pouvaient passer comme un bilingue ou un francophone, et qui étaient affiliés à une université où le langage principal d’instruction est le français souhaitaient surtout acquérir l’identité québécoise. Les étudiants étrangers qui étaient fluides en anglais, qui pouvaient passer pour un anglophone ou ne pouvaient passer ni pour un anglophone ou francophone, et qui avaient une affiliation à une université où la langue principale d’instruction est l’anglais souhaitaient surtout prendre l’identité montréalaise ou canadienne. Les étudiants internationaux qui souhaitaient acquérir l’identité montréalaise semblaient avoir une plus grande satisfaction envers leur nouveau groupe culturel comparé à ceux qui souhaitaient acquérir une identité québécoise ou canadienne. Nous discutons des implications de ces résultats pour la recherche et les politiques futures.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gpt | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: yes | Observational | high |
| opus | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: yes | Observational | high |
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 | 0.000 |
| 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, unvalidatedLabeled directly by 2 models reading the full record.
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".