Making the Move: Cultural and Parental Influences on Canadian Young Adults’ Homeleaving Decisions
Bibliographic record
Abstract
This study focuses on the role that parents and ethnic culture play in young adults’ homeleaving decisions among four ethnocultural groups in Canada - British, Chinese, Indian, and South European. Data were collected in a 1999-2000 survey of 1,907 young people (aged 19-35) residing in the Vancouver, British Columbia area. Several types of statistical analyses are conduced, including descriptive, cross-tabular and logistic regression, in addition to examination of verbatim data. Findings reveal considerable diversity in level of perceived parental input and this heterogeneity is related to a number of factors. These include family characteristics (i.e., family structure, relationship quality), ethnocultural environment (i.e., foreign-bom status of young adult, nonEnglish language use with peers) and sociodemographic factors (i.e., gender and age). Moreover, young adults typically perceive level of parental influence in relation to the pathway chosen out of the parental home. In particular, Indo young adults report the highest levels of parental support, and they commonly report that they leave home for some kind of arranged marriage. British and Chinese young adults, however, typically report lower levels of parental influence and they are more likely to leave for independence and schooling, respectively. Southern-European young adults also report relatively low levels of parental input, yet this group leaves home for a wide variety of reasons. Implications for a cross-cultural perspective on homeleaving in contemporary Canadian society, as well as for future research are also discussed.
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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 | 0.001 |
| 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".