Refugees’ Perspectives on Cultural Adaptation and Education of Their Children: Myanmar Refugee Mothers’ Story
Bibliographic record
Abstract
This qualitative study explored Myanmar refugee mothers' perceptions and experiences of social and cultural capital use for their children’s education and cultural adaptation while resettling in the host country, the United States. The multiple sources of data were collected and triangulated, including a parent survey, individual interviews with three mothers, a focused group interview with a group of mothers, and meticulous field notes. The findings revealed three prominent themes of social and cultural capital use among Myanmar refugee mothers: education as hopes vs. concerns, language as an opportunity vs. disappearance, and community as social capital vs. social distance. The Myanmar refugee families engaged in complex negotiations for each capital as they supported their children’s education and cultural adaptation. Refugee mothers strived to utilize their past experiences as well as cultural and social resources, such as their home language, nurturing relationships, and networking with fellow ethnic mothers, to provide diverse social and cultural capital for their children. This study offers valuable insights for teachers and policymakers when considering the successful integration of refugee children and families into current school systems.
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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 | 0.005 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.014 | 0.008 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.005 |
| 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".