Bibliographic record
Abstract
Critical migration studies emerged to trace how restrictive immigration contexts contribute to conditions of migrant “illegality” and deportability. More recently, researchers have turned to examine diversity in migrants’ experiences, revealing how migrant “illegality” and deportability can take varied forms based on different social factors, including migrants’ immigration status, developmental stage, ethno-racial background, gender, and nationality. Yet, despite increasingly nuanced and contextualized accounts of migrants’ lived experiences, the psychology of migrant “illegality” remains under-theorized, as we lack general concepts and frameworks to explain how deportability shapes, and is shaped by, migrants’ psychosocial lives. This article introduces such a framework by drawing upon findings from two ethnographic studies with undocumented migrants in Canada and the United States. Observing common psychosocial patterns in both groups, I propose cycles of deportability as a framework to capture how migrant “illegality” develops at the psychosocial level through repeated occurrences of status-related stressors, which produce both acute and chronic fears that further require distinct agencies and coping strategies. Next, I examine differences in migrants’ cycles of deportability based on their national context and immigrant generation. I conclude by discussing how this framework can help consolidate previous research findings and guide future psychological and critical migration studies.
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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 | 0.000 | 0.000 |
| 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) | 0.001 | 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".