Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten
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 critically unpacks the racialized and gendered hierarchies between the co-teaching model of early childhood educators (ECEs) and Ontario certified teachers (OCTs) in full-day kindergarten (FDK), and how such positionalities speak to racial socialization in early learning spaces. While young children and early learning spaces are often portrayed as raceless, ahistorical, and apolitical, extant literature suggests that children as young as two years of age are aware of visible and cultural differences between themselves and other groups. The paper employs a reconceptualist framework by drawing on critical race theory to explorehow racialized power relations between ECEs and teachers inform hierarchies of dominance and impact processes of racial socialization in FDK learning spaces. While both professions are predominantly feminized, the overwhelming majority of teachers in Ontario are white and middle class, whereas ECEs in FDK programs are more likely to be racialized and marginalized due to low wages and diminished professional status as care workers rather than educators. Although there has been great emphasis on the importance of diversifying the teacher workforce, there is minimal study on the impact of the hierarchies and racialized power relations between ECEs and OCTs and their impact on racial socialization in FDK programs. This conceptual paper seeks to address this gap.
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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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