The Choice of Acculturation Strategies: Intercultural Adaptation of International Students from Sub-Saharan African Francophone Countries in Ontario
Bibliographic record
Abstract
According to Immigration, Refugees and Citizenship Canada (2019), the number of foreign students studying in Canadian public colleges and universities rose 16.25% in 2018 for an overall increase of 73% in the five years since 2014. The number of international students aspiring to obtain a degree in Canadian higher education institutions has been increasingly growing. Yet, attending post-secondary institutions in a culture different from ones own may result in challenges of cross-cultural adaptations. Black-African international students are not different in this regard. Based on a mixed methods research, the study draws from Berrys (1997) fourfold acculturation theory, Kims (1988) integrative communication theory and LaFramboise et al. (1993) bicultural competence model to investigate the international students from Sub-Saharan African francophone countries choice of acculturation strategies as well as their overall intercultural adaptation in bilingual post-secondary institutions in Ontario. Results from the quantitative analysis revealed assimilation as preferred acculturation mode while qualitative analysis identified both integration and separation as preferred strategies. The participants reported support from academic staff but also a significant lack of information, and difficulties adapting to the teaching style.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| 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".