Taking an Intersectional Approach: Immigrant Women Language Teachers’ Lived Experience of Identity
Bibliographic record
Abstract
This article explores skilled immigrant women language teachers’ lived experience of identity through an intersectional feminist lens. It examines how women teachers speak about themselves and their lives as immigrants and aims to understand the complex implications of identity and power relations by focusing on intersectional understanding of inequities. Data was generated through in-person and virtual individual interviews with six participants living and working across Canada. The findings revealed the following main challenges and ongoing barriers: discrimination, overqualification, financial limitations, a lengthy process of re-credentialing and professional reintegration, and insufficient government support. Furthermore, this study sheds light on how heteronormative frameworks pervade immigrant women’s personal and professional lives, intersecting with their identities vis-à-vis gender, race, ethnicity, country of origin, immigration status, and English as a second language. These categories collectively and individually present systemic barriers and sites of oppression that negatively impact an already marginalized minority group— internationally highly qualified immigrant women language teachers.
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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 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".