International Transitions for parents of South Asian origin to the UK – Windows of parenting
Bibliographic record
Abstract
This presentation will be about the international transitions of South Asian parents residing in UK as five case studies highlighting their worries, struggles, celebrations and learning. Countries like the USA, UK, Canada, Australia, and Europe have seen large immigrant influxes due to changes in immigration laws (Maiter, 2003). While immigration improves life chances and lifestyles, it can disrupt parent-child relations (Cornille, 1993) and increase high-risk behaviour in children (Brindis et al., 1995). Immigrant families face pressures from multiple influences, with values like interdependence, family welfare, and moral responsibility being crucial. In the UK, many immigrants arrived from South Asian countries in the 1950s and 1960s, with men arriving first from countries like India and Pakistan, followed by their families in the 1970s and 1980s. This led to the development of shared parenting and cultural ideas relevant to their new country, fostering interdependence and a collectivist culture, known as “Ethnotheories” (Super Harkness, 1997; Triandis Suh, 2002). These are beliefs, childcare practices, and socialization methods aimed at raising competent children with culturally relevant goals. Researchers have focused on factors like family life, language, and hierarchy (Shaw Lee, 2003), particularly among second-generation South Asian parents and their evolving parenting styles (Iqbal Golombok, 2018). Studies highlight the resilience of South Asian parents in maintaining collective values while adopting mainstream practices (LaFromboise et al., 1993; Walters, 1999). Intersectionality of race, gender, and class significantly shapes their experiences, influencing family dynamics, parenting approaches, and challenges within the educational system and society. This presentation will show case the “window” of parenting, five case studies that reveal the real struggles and achievements of balancing personal aspirations with nurturing children. Three specific areas explored were. 1.Psychological aspects-developmental, emotional, coping techniques, 2.Social aspects covering schools, friends and family support and challenges 3. Cultural aspects covering the importance of cultural teaching and learning in the interaction, techniques used. Semi-structured interviews, with consent, in line with BERA (2020) capture unique parenting styles within their social and cultural contexts. Despite their uniqueness, these families share the common thread of International cultural transitions of South Asian parenting in the UK. These case studies show concept of Funds of Knowledge emphasizes the richness of cultural inheritances, advocating for the appreciation and incorporation of diverse parenting practices to enrich navigate cultural disparities, collective understanding and create a more inclusive approach.
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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 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.008 | 0.003 |
| 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".