Caribbean immigrant parents' involvement in their children's education in Francophone elementary schools in Montreal
Bibliographic record
Abstract
This qualitative inquiry explores parental involvement in Francophone elementary schools among six parents who emigrated from the Anglophone Caribbean region to Montreal. They were not proficient in French, but were required by the law known as Bill 101 to enroll their children in Francophone schools. Most parents had no prior knowledge of this law and intended to enroll their children in English schools. Almost all parents reported that they valued bilingualism. However, half of the parents had children who repeated an elementary grade because of difficulties with the French language. Three main theories that informed the conceptual framework of this inquiry are Bourdieu's theory of social and cultural reproduction, Critical Race Theory and Black Canadian Feminist Thought. I engaged in a narrative and thematic analysis of participants' reported accounts of their experiences of involvement in their children's schooling. Despite the structures of schooling that could limit parents' agency, the analysis revealed that parents used various strategies to navigate the school including, building social networks, claiming insider status in schools, promoting literacy skills such as spiritual literacy and advocating for their children in schools. Parents did not generally talk about race or racism during the interviews. The silence on race was located within a discourse of silence on racism and the implicit erasure of the Black presence in Montreal. The analysis illustrated the benefits of including Bourdieu's concept of habitus in the investment theory of second language learning, ultimately challenging deficit stereotypes of immigrant families and their involvement in their children's education in second language contexts.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.004 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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 source (direct Gemma or distilled Codex), 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".