Considering Perspectives on Transgender Inclusion in Canadian Catholic Elementary Schools: Perspectives, Challenges, and Opportunities
Bibliographic record
Abstract
There is a growing recognition in society that more needs to be done to support LGBTQ youth in schools. In particular, school climate reports reveal that this need is particularly pressing for transgender individuals who are little understood and often rendered invisible or made to conform to gender-normative social standards. This mixed methods study surveyed and interviewed preservice teachers at three Catholic institutions. In particular, we focus on the shifting landscape of Catholic education in Canada as it relates to the support of transgender youth. The content of the study is framed by a common first grade social studies theme: family diversity, and takes its lead from the recent papal urging to pursue topics of discomfort at the peripheries of Catholic thinking. We explore how Catholic preservice teachers respond to the idea of teaching about transgender-parent families. The findings show there is dissonance between the personal and professional beliefs of new Catholic teachers. This dissonance is reflective of the beliefs held by North American Catholics at large, thus further illuminating the challenges and opportunities that are present in the emerging discussion about how to best support transgender students in Catholic school contexts.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.054 | 0.019 |
| Scholarly communication | 0.011 | 0.004 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".