Language, culture, and race: an AsianCrit perspective on newcomer Chinese transnational adolescents’ navigation of intersectional discourses in Canadian schools
Bibliographic record
Abstract
Asian students are often rendered voiceless and invisible in mainstream schools and society in North America due to prevailing racialized model minority discourses. This qualitative inquiry aims to center 16 recently arrived Chinese transnational youths’ (ages 10–16) experiences of negotiating multiple sociocultural, sociohistorical, and sociolinguistic discourses surrounding Asians in Canadian schools using Asian Critical Theory (AsianCrit) as a theoretical lens. Thematic analyses of interviews with the youths reveal they were subjected to the intersectional harms of transnational school and home discourses, such as transnational differences in curriculum and instruction, double bind of the Asian model minority and forever foreigner stereotypes, racism, linguicism, social isolation in school, and high academic pressure and expectations from home. Central to their experiences was the perceived importance of English proficiency, which the youths strategically tried to gain by exiting and avoiding the stigmatized English as a second language programs and losing their first language, Chinese. The findings illuminate the struggles and compromises experienced by transnational students as they negotiate the multiple constraining discourses in Canadian schools, and that the flexible global citizenship they sought through transnational education may be unattainable in this climate of othering and without genuine multilingualism.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".