Factors Contributing to Identity Confusion in Adolescents from Immigrant Families
Bibliographic record
Abstract
Objective: This study aimed to explore the key factors contributing to identity confusion in adolescents from immigrant families living in Canada. Methods and Materials: A qualitative research design was used with a phenomenological approach to capture the lived experiences of adolescents navigating identity challenges in the context of immigration. A purposive sample of 31 second-generation immigrant adolescents aged 13 to 18 years was recruited from various provinces in Canada. Data were collected through semi-structured interviews focused on cultural conflict, family dynamics, social experiences, and emotional well-being. Interviews continued until theoretical saturation was achieved. All interviews were transcribed verbatim and analyzed thematically using NVivo software. Braun and Clarke’s six-phase thematic analysis method guided the coding and theme development. Findings: Five main categories emerged from the analysis: cultural dissonance, social belonging and exclusion, family expectations and role strain, emotional turmoil and psychological strain, and navigating self and future. Each category contained several subcategories, such as conflicting cultural norms, peer rejection, academic pressure, emotional suppression, and self-acceptance. Participants reported a fragmented sense of self due to cultural contradictions, intergenerational conflicts, and perceived discrimination. Many described feelings of shame, anxiety, and confusion, while others expressed resilience and pride in bicultural identities. The study highlights the role of family communication, peer inclusion, and personal agency in shaping identity development. Conclusion: Identity confusion among adolescents from immigrant families is a complex, multifaceted phenomenon shaped by intersecting cultural, familial, and emotional experiences. While it presents psychological risks, it also offers opportunities for self-exploration and identity integration when supported by inclusive environments and open communication.
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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 | 0.003 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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".