“We Chose This Place for Them”: Yoruba Immigrant Parents’ Approaches to Adolescent Autonomy Support in Canada
Bibliographic record
Abstract
Parenting in immigrant families often involves navigating tensions between cultural continuity and adaptation, particularly when traditional values intersect with the norms of a new society. This study examines how Yoruba immigrant parents in Canada conceptualize and implement autonomy support in raising their adolescents. Using semi-structured interviews with six participants and reflexive thematic analysis, the research examines how parents balance Yoruba values, such as hierarchy, respect, and communal responsibility, with Canadian expectations for adolescent independence, voice, and open communication. The analysis draws on Self- Determination Theory, the Theory of Sociocultural Models, and Kagitçibaşi’s concept of the autonomous-related self to situate participants’ meaning-making processes within broader cultural and psychological frameworks. Four key themes emerged: (1) Cultural Anchors and Social Expectations, which explores how parents maintain Yoruba cultural and religious values while contending with shifting social norms; (2) Relational Foundations of Autonomy Support, highlighting the role of emotional closeness, communication, and mutual respect in supporting adolescent voice; (3) Fostering Autonomy with Boundaries, examining how autonomy is permitted within carefully defined limits shaped by safety, faith, and cultural expectations; and (4) Parenting Between Two Worlds, which captures how parents negotiate cultural dissonance, rework traditions, and reconstruct authority in a new context. Findings suggest that Yoruba parents in the diaspora do not simply replicate traditional parenting or adopt Western norms wholesale, but rather engage in ongoing negotiation, creating hybrid parenting approaches that support adolescent autonomy while preserving cultural identity. This study contributes to cross- cultural parenting literature by offering a nuanced understanding of how autonomy support is enacted in African immigrant families and offers implications for culturally sensitive practice in psychology and education.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.022 | 0.007 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 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".