Multidimensional Acculturation and Identity of Russian-Speaking Youth in Canada: The Role of Parents
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
Although recent research has explored the experiences of immigrants in Canada, few researchers have focused on invisible immigrants, and Russian-speaking immigrants in particular. The invisible nature of these immigrants may affect their identity and acculturation following their arrival in their new country. Parents are an important factor in the developmental experience of adolescence, and thus their role in identity and acculturation was the focus of the current study. Using constructivist grounded theory methodology, semi-structured interviews were conducted with 24 decimal- and second-generation Russian-speaking immigrant youth (15 to 19 years of age). A substantive theory of the role of parents in the identity and acculturation of these youth was developed. Results indicated that youth reported that their parents played a direct role in transmitting culture and influencing their identity in five different ways. The consequent identities of these youth were multidimensional. Moreover, the timing of migration (in the lives of the parents and youth, and in relation to the political context) also affected parents’ decision making and socialization practices. In turn, these factors and practices also affected the relationship between the youth and their parents in a bidirectional manner. Implications for research and practice are discussed.
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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 | 0.005 | 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 | 0.000 | 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