Intergenerational Care in the Context of Migration: A Feminist Intersectional Life-Course Exploration of Racialized Young Adult Women’s Narratives of Care
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
This article, reporting on a Canadian-based research project, tells the stories of three first- and second-generation, racialized, young women from immigrant families in order to illuminate their unique realities of intergenerational care and to better understand the role of gender, racialization, and migration in shaping their lived experiences of care. Using a feminist-informed adaption to the intersectional life-course approach, we explore the life-course challenges experienced by these women and their perspectives on agency, resilience, and resistance in light of personal, relational, and structural barriers faced by both themselves and their parents and grandparents for whom they provide care. Findings related to meanings attributed to care and family, developmental and relational disruptions and their impact, hybridized subjectivity, and responses to discrimination and social isolation are explored through the telling of women’s caring stories across time. The article concludes with recommendations for social work intervention and service provision in order to better recognize and support racialized young first- and second-generation adult women carers across sectors.
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 | 0.000 | 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 | 0.000 | 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 it