“I Hardly Understand English, But…”: Mexican Origin Fathers Describe Their Commitment as Fathers Despite the Challenges of Immigration
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Interviews with 19 Mexican origin fathers in two parts of the United States examined how these men describe their parenting practices and give meaning to their involvement with their children. A grounded theory approach guided by ecological theory revealed salient themes, which included immigration, parental involvement, discipline, decision-making, parenting roles and relationships with their children. Present findings described the important ways in which the experience of immigration influences the fathering experiences of Mexican origin fathers. Such findings challenge traditional stereotypes that depict Mexican origin fathers as uninvolved and emotionally unavailable. In addition, data from this study illustrate that despite the challenges of fathering in the face of immigration challenges, fathers in this sample remain highly committed to their children and their families. Overall, results showed that cultural changes related to immigration were multidimensional and that both social and cultural variables have unique relations to Mexican immigrant fathering practices.
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.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 it