A qualitative study of adult Latin Americans' perceptions of their secondary school education in Montreal
Bibliographic record
Abstract
This qualitative study explores the perceptions of adult Latin Americans on their secondary school experiences in the city of Montreal. Data were collected from face-to-face interviews conducted with participants, three other involved stakeholders, and from my own reflective memos. The study was guided by the three main research questions: How do they describe their educational experiences? What are the highlights and/or challenges of having been in their schools? How do they describe the process of integrating into a new society? Constant comparison analysis of participants' interviews revealed three major themes, each comprising categories that ran through the data. Under the theme "Taking the New School Path", the categories were: transitioning; passing into the expected class; and experiencing adaptation. The categories under the theme "Attaining Integration" were: gaining familiarity with the French language; interpreting the Quebec culture; identifying the barriers; and sharing collective wisdom. The "Thriving with a Hybrid Identity" theme was supported by two categories: being Latino-Canadian and embracing the Spanish language. Findings suggest that the genuine support from noteworthy teachers, strong social relations made at school and constant parental support played salient roles in participants' school adaptation and integration. Nevertheless, this study raises questions about the realization of the current educational needs of immigrant students in Montreal public schools. The study concluded that in order for the Quebec education program to better respond to the increasing linguistically and ethnically diverse student population in the city of Montreal, policy makers need to redefine curriculum content as well as cultural competencies of current and future school teachers so they better reflect their goals concerning the successful integration of immigrant students into Quebec.
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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 | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.017 | 0.009 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".