LEARNING THE “LANGUAGE” OF MOTHERHOOD AS INTERNATIONAL GRADUATE STUDENTS
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
As international students seek degrees in U.S. institutions of higher education, their role as students is forefronted and recognizable by faculty and peers. However, what often remains invisible are international students' social and personal experiences during academic study abroad. Although there is a great deal of feminist research on academic identity and motherhood, almost nothing has been written regarding the experiences of international women who become mothers while pursuing graduate studies in the U.S. This poetic ethnographic study focuses on the lived experiences of eleven international graduate student first-time mothers from Chinese mainland and Taiwan who became new mothers during their programs of study in the U.S., especially how they kept learning their ongoing, dynamic, multifaceted, and embodied “language” of motherhood through various kinds of social interactions, and among divergent practices, beliefs, and cultures. This article explores how poetic inquiry can contribute to the understanding of international graduate student mothers’ experiences as a social, cultural, and educational phenomenon. This article also discusses the issues of ethics and self-reflexivity of conducting poetic inquiry research.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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