Failing to make the grade: Somali-Canadian students and their encounters with the Canadian education system
Bibliographic record
Abstract
This study examines how the discriminatory practices and racism in the education system contribute to the low achievement and high dropout rate of Somali-Canadian youth. Through qualitative research, semi-structured interviews with nine participants--this study explores the educational experiences of Somali students in the Toronto District School Board (the TDSB). This study found Somali students experience systemic discrimination in local TDSB schools--unfair grading practices, ethnic grading, differential treatment, deliberate streaming, stereotyping, profiling, the unequal application of discipline policies, disproportionate rates of suspensions and lack of religious accommodation. This study also found that systemic discrimination contributes to low achievement of Somali students, their disengagement from learning process, early school departure, and the criminalization of Somali boys. This study employs Critical Race Theory (CRT) in education as its main theoretical framework, through this lens the researcher links the schooling problems of Somali students to systemic discrimination based on their race and/or ethnicity.
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.050 | 0.013 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".