Black Male Teachers as Role Models: Resisting the Homogenizing Impulse of Gender and Racial Affiliation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article reports on research with one Black male elementary school teacher in Toronto and draws on feminist, queer, and antiracist analytic perspectives to raise important questions about the discourse of teachers as role models. The voice of this teacher is used to challenge discourses about role modeling in their capacity to address adequately the limits imposed by both cultural and structural problems experienced by minority boys in urban school communities. Important questions about the role of teachers as transformative or organic intellectuals are also raised. A case study approach is employed to draw attention to both important pedagogical issues and the limits of role modeling as a conceptual framework that continues to be used to support generalizable claims about the influence of male teachers on the basis of their gender and racial affiliation with boys in schools. What is required, the authors conclude, is a disarticulation and, hence, a separating out of role modeling from a discussion about the need for a greater representation of minority teachers in urban schools.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it