More than pink shirts and posters: beyond the limits of anti-homophobia education
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
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.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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