What Does it Mean to be Black in North America? Interrogating Ethnic-Racial Identity in Context
Bibliographic record
Abstract
To fully understand what it means to be Black in North America, researchers must consider not only the experiences of multigenerational African Americans, but also the experiences of Black youth with foreign-born parents (i.e., immigrant-origin Black youth). This dissertation aims to illuminate the racialization experiences of immigrant-origin Black adolescents and emerging adults in North America, a population that is often overlooked in both ethnic-racial identity (ERI) and acculturation research. In doing so, the present dissertation draws from multiple theoretical frameworks, including social identity theory, the phenomenological variant of ecological systems theory, intersectionality, and multiplicity. Paper 1 highlights conceptual and methodological limitations in understanding the ERI of immigrant-origin Black youth. By drawing from acculturation literature, I propose associations between various dimensions of ERI and positive adjustment that have yet to be tested. Paper 1 closes with recommendations for researchers and practitioners. Paper 2 tests whether commonly used ERI measures function similarly for immigrant-origin Black adolescents and U.S.-origin Black adolescents when asked to report on their ethnicity. Results support scalar invariance for the EIS-B, and partial scalar invariance for the MIBI-T. In other words, immigrant-origin Black adolescents and U.S.-origin Black adolescents may be pooled together or compared when using the EIS-B. However, their mean levels on the modified MIBI-T constructs could not be compared with this study sample. Paper 3 examines the cultural orientations of immigrant-origin Black adolescents and emerging adults in Canada, as well as how their perceptions of their racial group’s status (i.e., public regard) serve as an important link between cultural orientation and psychological well-being. Consistent with prior research in the U.S., results demonstrate evidence of tridimensional acculturation in Canada. Further, whereas heritage culture orientation contributes directly to life satisfaction, the positive relation between mainstream White culture orientation and life satisfaction is indirect through public regard. These results suggest the importance of both ethnicity and race in the well-being of immigrant-origin Black youth and young adults. Given the detrimental impact of anti-Black racism on Black youth, this dissertation will unpack the processes through which those with immigrant origins develop more adaptive outcomes.
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How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: yes | Qualitative | low |
| gpt | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Qualitative | low |
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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, unvalidatedLabeled directly by 2 models reading the full record.
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".