Career development of second-generation immigrant women
Bibliographic record
Abstract
Second-generation immigrants represent a significant subgroup of the Canadian population and workforce; however, the career development of adult second-generation immigrant women has not been examined. In order to understand the career development of second-generation women, an integration of Gottfredson and the feminist-multicultural career development theories was used. According to this integrated framework, it was important to understand: 1) sex-roles and gender and occupational stereotypes; 2) the effect of culture (i.e., familial, social class, and societal); 3) the effect of socio-cultural factors and systemic institutions (e.g., occupational stereotypes and discrimination); and 4) the effect that immigrant mothers had on the career development of second-generation immigrant women. A phenomenological approach was used to examine the career development experiences of second-generation immigrant women. Participants were 21 second-generation immigrant women between the ages of 24 and 39 years old, who had been working for at least 2 years. The women participated in an individual interview and co-created two pictorial representations of their own and their family's career development experiences. Participants were asked to describe their career aspirations, interests, values, and decision-making process as well as the influence of gender, family, culture and other societal factors on their career development. Results showed that the career development of second-generation immigrant women was very similar to that of North American women, indicating that the struggles that North American women faced seemed to be a cross-cultural phenomenon that transcended cultural and immigration status boundaries. Additionally, findings suggested that participants were influenced by their family and culture to pursue post-secondary education and culturally acceptable careers. It was also found that school programs (e.g., co-operative education program) were influential becaus
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.000 |
| 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".