Black Canadian feminist thought: perspectives on equity and diversity in the academy
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 paper is based on on‐going research on feminist theorizing among women of African ancestry in Canada. The women’s residency in Canada ranges from those who were born here to those who migrated in the last five years. The paper highlights stories of 16 women’s experiences in the academy and concentrates mainly on their stories of agency, resiliency, survival skills and healing strategies as they navigate through the halls of academe. Their measure of success was on how self‐reliant they were; how well they connected with Black communities; how well they were grounded in terms of their spiritual practices; and how successful they were in challenging the status quo. These women were acutely aware of the Black woman super‐strength stereotype. However, they did not fall prey to misguided societal notions of Black women’s resiliency. Most women emphasized education as one of the transformative tools within their communities and many felt that it was one of the vehicles through which they could dismantle and transform the social and political barriers for Black people. What emerges from the reflections of these women is a realization of the importance of engaging in analyses of success, rather than focusing on experiences of injustice.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| 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