Disconnect: An Examination of Black Students’ Educational Disengagement in Ontario School Boards
Notice bibliographique
Résumé
This project is interested in investigating the impacts of educational disengagement on Black students’ educational experiences in Ontario school boards. I refer to exclusionary discipline as the removal of students from the classroom through disciplinary measures, such as suspensions and expulsions. Through exclusionary discipline, many students experience educational disengagement, which involves becoming withdrawn, detached, apathetic or uninterested in school or a more general lack of school belonging. This research aims to better understand students’ self-understandings about their experiences of educational disengagement, including the events leading up to disciplinary measures, their encounters with educators, and the impact of disciplinary measures on their interests in school.\nSignificant research in the Ontario educational context indicates that suspensions and expulsions are extremely detrimental to Black students’ educational outcomes. A large majority of these findings have been conducted through policy reviews or from the perspectives of authority figures such as principals, teachers and/or policymakers. While many studies have interacted with Black students directly, very few consider how they make sense of their experiences with educational disengagement. I employ Critical Race Theory to contextualize and analyze Black students’ experiences with educational disengagement.\nThrough qualitative interviews with three former students at various Ontario school boards, I present first-hand accounts of Black students’ experiences with educational disengagement. The data indicates that racial profiling continues to impact Black students’ educational outcomes as well as shape and constrain student educator interactions and relationships. Additionally, I provide evidence that experiences with disciplinary exclusion continue to negatively impact Black students’ engagement with education and learning. I also reveal that Black students feel they are unable to find the space to cope with oppression in their schools which forces them to shift from coping to finding strategies to survive. Finally, I provide a critical reframing of the concept of resilience to demonstrate the urgency needed to shift our focus on Black students’ ability to withstand hardship to the reasons why they experience them in the first place.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».