More than pink shirts and posters: beyond the limits of anti-homophobia education
Bibliographic record
Abstract
Most schools in Canada are unsafe spaces for queer youth or those perceived by their peers as queer. \nGay/Straight Alliances (GSAs) and other LGBTQ+ inclusive groups exist in schools with the goal of \nmitigating and working against homophobia and transphobia. Homophobia, heterosexism, \nheteronormativity, and transphobia are consistent forms of oppression in K-12 schooling in Ontario. \nTypically, it is straight teachers who lead GSA-type groups and are committed to LGBTQ+ equity work \nin their schools despite often being under-supported by their colleagues, supervisors, and school board \npolicy. In addition to the other demands of their profession, teachers who take on allyship in their \nalready busy professional lives should be recognized for their efforts and hard work. However, most \nallies fall short of acknowledging or mitigating against their own straight privilege. Given the role \nstraight teachers play in GSAs, this research analyzes the role and experiences of straight teacher ally \nactivists working with LGBTQ+ students. Guided by the research question: How can straight teacher \nally activists move beyond the limits of anti-homophobia education by challenging heteronormativity \nand heterosexism in schools?, I suggest that the overall effectiveness resisting normalized \nheterosexuality through anti-homophobia efforts is limited. Teacher allies should work toward queering \nschool spaces by examining their own straight privilege as a starting point. This research stands as a call \nto action for policy makers, school board administrators, and leadership to provide mandatory training \nfor all staff that zeros-in on straight privilege and heteronormativity as a way to resist its dominance. \nFollowing a manuscript-style, the research findings are reported in three manuscripts written and \nformatted for submission to scholarly journals.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.008 | 0.005 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.015 | 0.001 |
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".