RELEVANCE OF INTERSECTIONAL APPROACH TO UNDERSTAND AGING AMONG ELDERLY IMMIGRANT WOMEN
Bibliographic record
Abstract
This poster will present some of the results of a qualitative research aimed to analyze the experiences of aging among older immigrant women in Montreal, Quebec (Canada). The sample included 83 women aged 65 years and older with diverse variables such as: age, ethno-cultural background (Arab, African, Haitian, Japanese, Romanian, etc.); timing of migration (during youth, adulthood or retirement) and immigration status. Each focus group consisted of 3–6 women sharing the same ethno-cultural background and speaking the same language, but having varied characteristics in terms of marital status, education, income and migration patterns. Results show that immigration brings changes to women. These women demonstrate resiliency and great capacity for adaptation. For them, aging is not conceptualised and lived in terms of losses, far from it; they speak about it more in terms of gains in regards to identity and liberty. Migration has allowed them to age in a safer environment but also for the majority to feel freer as a woman, free to be themselves, to dress as they wish, to go out alone. Migration has opened opportunities for personal development and self-affirmation. Aging is also accompanied by significant challenges for women arising from a triple discrimination; ageism, sexism and racism whose socio-economic conditions are particularly present in women of an advanced age especially when they migrated at an older age. The findings presented demonstrate the relevance of the intersectional approach in understanding the complexity and social conditionings of women’s life courses.
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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 | 0.001 | 0.001 |
| 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 | 0.000 |
| 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, 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".