"Where are you from Miss?": visible minority women's teaching experiences in Canadian schools
Notice bibliographique
Résumé
It is widely accepted that it is important to have a diverse teaching staff in schools, not only because of representation but because it enriches the educational experience of all students (George Dei, 2002; Maisy Cheng, 2002; Paul Carr, 1996). Racial and ethnic minority teachers not only enhance education in schools by bringing new cultural perspectives to the classroom, but also present alternative modes of teaching that benefit the varied needs of different students (Yasin and Albert, 1999: 6). They also serve as role models and representatives for students who are visible minorities (Solomon, 1997: 396), and act as mediators when such students become involved in conflict at school (Henry, 2000: 93). This past decade therefore, has witnessed attempts in both research and policy to remedy the problem of recruiting and retaining visible minority teachers in both elementary and secondary schools. However, little attention has been given to the struggles and challenges that these teachers face once they are hired in the school system. Factors such as race, gender, class, age, physical appearance and sexual orientation can affect how the formal authority of these teachers is perceived and received by students, and by extension the degree to which they can be effective in their profession. (Ng, 1994: 41). This is especially true if the knowledge they bring to the classroom or their teaching style challenges existing norms (such as ways of thinking and behavior) that are usually found in schools. This study therefore, seeks to examine the power dynamics that operate in the everyday lives of visible minority teachers and how these dynamics either serve to empower or disempower them in their profession. I examined here the ways in which racism, sexism, classism, ageism and other factors can drive these teachers out of their profession once they have completed their training and started their work. I use the following questions as a guide: (1) What role do visible minority teachers see themselves playing in Canadian schools? How do these teachers see their work as helping to enhance the education of mainstream and minority students? (2) What difficulties do visible minority teachers face when working in predominantly White/non-White schools? What other factors, apart from race, class and gender, pose challenges to them while teaching or participating in the school milieu? (3) How can we improve the preparation, recruitment, professional development and career progress of visible minority teachers? What role do communities, schools, boards and universities play in supporting visible minority teachers as agents of change in schools?
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,004 |
| Études des sciences et des technologies | 0,057 | 0,010 |
| Communication savante | 0,009 | 0,003 |
| Science ouverte | 0,003 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,001 |
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 source (Gemma direct ou Codex distillé), 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 ».