Mentoring Experiences of Black Female Public Secondary School Administrators in Southern Ontario, Canada
Bibliographic record
Abstract
This study investigated the mentoring relationships experienced by Black female public secondary school principals and vice principals. I interviewed eight principals and eight vice principals from four school districts in Southern Ontario to obtain data on this topic. The data revealed that the participants’ mentoring experiences are varied and complex. Some participants’ mentoring experiences are positive, while others’ are not. The participants’ mentoring experiences vary partly due to the fact that most school districts do not provide systemic mentorship programmes for school administrators. Furthermore, as protégées, some participants in this study encountered additional challenges in comparison to those faced by female public secondary school administrators. Some of the challenges Black female administrators face are related to their low numbers within Southern Ontario school districts and the difficulty of finding homophilic mentors. Other challenges such as racial microaggressions occur due to their racialized identities within their school districts. For these challenges participants develop coping mechanisms such as assuming double consciousness as they navigate their working environments. The findings from this study shed light on the mentorship experiences of Black female public secondary school administrators, an area that has not been previously studied in Ontario. The findings will also add to the scarce extant literature on the mentorship of female public secondary school administrators. The data from this study generated some recommendations for mentorship of female public secondary school administrators and scope for future research.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.013 | 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".