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Large-scale data analytics have raised a number of ethical concerns. Many of these were introduced in a seminal paper by boyd and Crawford and have been developed since by others (boyd & Crawford, 2012; Lagoze, 2014; Martin, 2015; Mittelstadt, Allo, Taddeo, Wachter, & Floridi, 2016). One such concern which is frequently recognised but under-analysed is the focus on correlation of data rather than on the causative relationship between data and results. Advocates of this approach dismiss the need for an understanding of causation, holding instead that the correlation of data is sufficient to meet our needs. In crude terms, this position holds that we no longer need to know why X+Y=Z. Merely acknowledging that the pattern exists is enough.

In this chapter, the author explores the ethical implications and challenges surrounding a focus on correlation over causation. In particular, the author focusses on questions of legitimacy of data collection, the embedding of persistent bias, and the implications of future predictions. Such concerns are vital for understanding the ethical implications of, for example, the collection and use of ‘big data’ or the covert access to ‘secondary’ information ostensibly ‘publicly available’. The author’s conclusion is that by failing to consider causation, the short-term benefits of speed and cost may be countered by ethically problematic scenarios in both the short and long term.

This paper describes the parent–child relationships of upper-middle-class Chinese parents and their adolescent children who were “parachuted” to the United States for private high schools. With parents remaining in China and children in the United States, thousands of miles away, such a transnational educational arrangement complicates the already volatile parent–child relationships during the adolescent years. Through ethnographic interviews of 41 students and 33 parents, I demonstrate different forms of child–parent relationships in a transnational education setting: those who found that the further physical and temporal distance has brought the parent–child relationship closer through frequent communications, children who experienced “accelerated growth” yet questioned the necessity, and delicate parent–child relationships due to increasing transnational cross-cultural or intergenerational differences. These types of parent–child relationships are not comprehensive of all the lived experiences of the “parachute generation,” yet they shed new light on transnational education and the unintended emotional dimensions of educational migration. In a transnational context for an economically well-off group, parental absence or separation of children and parents is no longer a clear-cut concept and has different layers of meanings, taking into account the frequency of communication, duration of spring and winter breaks and the existence of third-party agents such as for-profit intermediaries (or educational consultants) and host families. The diverse patterns of parent–child relations reveal the heterogeneity and complexities of “doing family” across geographic spaces and global educational hierarchies, as well as the roles of communication technologies, the tempo of mobilities and educational intermediaries.