Women Teachers in Canada, 1881–1901: Revisiting the ‘Feminization’ of an Occupation
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
Using a mix of qualitative and quantitative approaches, this essay reconsiders the changing ratios of women to men in teaching in Canada in the late nineteenth century, and the relationship between macro-historical change and individual experience. The complete-coverage census micro-data for 1881 make it possible to explore possible associations between characteristics of 192 districts and the feminization of teaching in those districts. The hypothesis that an available pool of immigrant men delayed the feminization of teaching in parts of rural Ontario receives support at the national level. The economic structure of districts does not appear to be associated with the feminization of teaching. The feminization of teaching is associated with districts having relatively large proportions of French-Canadian Catholics and English Anglicans. The size of the school system, as measured by teachers per capita, is negatively associated with marital fertility. There is evidence that the status of women teachers had improved by the end of the century, although the reactions of individual teachers were ambiguous and conflicted. In Ontario the earnings of women teachers increased steadily in real terms. Women were being drawn into an occupation in which they were subordinates in a hierarchy of gender and income, but their movement into teaching was also a movement towards material independence, intellectual self-realization, and social respectability.
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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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