Comme nos parents? : étude du profil éducatif et de la transmission intergénérationnelle de l’éducation chez les immigrants latino-américains et caribéens au Canada
Bibliographic record
Abstract
Ce mémoire s’intéresse au profil éducatif et à la transmission intergénérationnelle de l’éducation chez les immigrants latino-américains et caribéens au Canada, un groupe encore peu étudié par pays d’origine dans la recherche canadienne. La standardisation indirecte, effectuée à partir des données publiques diffusées par Statistique Canada, a permis de constater que les catégories d’admission des immigrants exercent un pouvoir explicatif limité sur les différences de niveau d’éducation observées entre les immigrants provenant de différentes régions et pays d’Amérique latine et des Caraïbes L’analyse s’appuie ensuite sur les microdonnées du Recensement canadien de 2016, appariées à des fichiers administratifs (SIEP et SIAI) ainsi qu’à la base internationale Barro-Lee (2013). Ces sources ont permis de construire des modèles de régression imbriqués afin d’examiner les liens entre le niveau d’éducation des parents et l’accès de leurs enfants à l’enseignement postsecondaire. L’étude innove en appliquant une nouvelle mesure du niveau d’éducation, la mesure éducative contextuelle (contextual attainment), proposée par Ichou (2014) et Feliciano et Lanuza (2017). Les résultats montrent que le niveau d’éducation relatif, qui situe les parents dans la hiérarchie éducative de leur pays d’origine, constitue un meilleur prédicteur de l’accès des enfants à l’enseignement postsecondaire que le niveau absolu. En soulignant la diversité interne et la complexité des trajectoires latino-américaines et caribéennes, ce mémoire contribue à une relecture contextuelle et comparative de la mobilité éducative intergénérationnelle au Canada. This dissertation examines the educational profile and intergenerational transmission of education among Latin American and Caribbean immigrants in Canada, a group rarely studied at the country-of-origin level in Canadian literature. Using indirect standardization based on publicly available data from Statistics Canada, it is shown that immigrant admission categories have limited explanatory power regarding differences in educational attainment across immigrants from different regions and countries of Latin America and the Caribbean. The analysis then draws on 2016 Canadian Census microdata, linked with administrative files (PSIS and RAIS) and the international Barro-Lee database (2013). These sources allow the construction of nested regression models to examine the relationship between parental education and children’s access to postsecondary education. The study introduces a novel measure of educational attainment, contextual attainment, as proposed by Ichou (2014) et Feliciano and Lanuza (2017). Results indicate that relative educational level, which positions parents within the educational hierarchy of their country of origin, is a stronger predictor of children’s postsecondary access than absolute levels of education. By highlighting the internal diversity and complexity of Latin American and Caribbean trajectories, this dissertation contributes to a contextual and comparative understanding of intergenerational educational mobility in Canada.
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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 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".