The process of identity formation for youth growing up in multicultural familial contexts
Bibliographic record
Abstract
The present research examines the process of identity formation for young people who grew up in multicultural contexts. While identity development has been studied by many researchers, there is little research examining how young people who are simultaneously growing up in multiple cultures experience the process of identity formation. In the present research, ten young people (20-24 years old) who have parents from two different cultures that are different than the Euro-Canadian culture, and at least one parent is considered part of visible minority, were interviewed. Two of the participants took part in a focus group to enrich and validate the findings. The overarching category that emerged was processing being different. The first aspect of processing being different was exploring one’s belonging and one’s personal choices. The other aspect was managing relationships with family members and friends; and managing conflicts that arise in these relationships. While exploring different possibilities in how to belong to different cultural contexts and what choices to make, young people find themselves always trying to balance relationships and conflicts with significant people in their lives. The process of identity formation for multicultural youth is complex and dynamic. It requires them to exercise agency in exploring and making decisions. An appropriate support system that allows young people to express themselves and feel heard may facilitate the process of navigating between different cultural contexts and building resilience.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".