Unwilling or Unequipped? A Case for Mandatory Training on Sexual Orientation and Gender Identity in Teacher Education
Bibliographic record
Abstract
This paper examines the dearth of curriculum regarding sexual orientation and gender identity in teacher education programs across Canada. There is a dire need for curricular, linguistic, and structural change in order to ensure the recognition and protection of gender and sexual minorities in schools. Often, teachers cite a lack of knowledge around language and issues related to queer and trans identities as reasons why they are hesitant to teach related topics or support activism in their schools. An examination of curriculum related to gender and sexual minorities offered in Canadian Bachelor of Education programs will show how queer and trans identities are systematically delegitimized and explore why many teachers are ill-equipped to support these students. This paper calls for education programs to work towards the implementation of mandatory competencies that will encourage pre-service teachers to explore issues of gender and sexual diversity and provide a strong foundation to discuss these issues in productive, inclusive ways while problematizing the heterosexist and cissexist structures that shape educational institutions. Giving teachers the tools and knowledge to discuss sexual orientation and gender identity will allow them to better support students, develop and deliver inclusive curriculum, and address issues of discrimination and prejudice.
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How this classification was reachedexpand
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 | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".