How Ontario K-12 Gender Diversity Policy Guides School Staff in Handling Students’ Changing Name, Pronoun and other Gender Information
Bibliographic record
Abstract
This research presents an updated analysis that focuses on the evolving inclusion of student gender information in the policies of Ontario school boards, with a specific emphasis on responding to the current issue of student gender information disclosure (chosen name, pronouns, washroom usage etc.). The study spans two periods: a previous policy gathering from 2018 to 2020 and a subsequent analysis conducted in 2023. The study aims to understand the progress made in supporting transgender and gender diverse students through the disclosure of their gender information, including how this information is used and by whom. The research comprehensively reviews policy documents to observe how gender identity and expression are incorporated, often alongside other protected grounds outlined in the Ontario Human Rights Code, adopting the Code's language directly. However, the primary focus is on the provisions for confidentiality within gender diversity policies. Employing qualitative data analysis in NVivo, the study reveals diverse approaches in handling confidentiality related to a student's gender diverse status. Notably, many policies require the student's consent for disclosure, even in situations involving reporting to their parents and guardians. The findings of this updated analysis shed light on the advancements made by Ontario school boards in implementing support for student gender information and respond to the live issue of Policy 713 in New Brunswick. This policy requires gender information to be disclosed to parents and guardians for students under the age of 16 to be addressed by their correct name and pronouns. The study offers valuable perspectives on the dynamic policy landscape, striving to establish inclusive and supportive educational environments for transgender and gender diverse students. Emphasizing the significance of safeguarding students' confidentiality and dignity as they express their gender identities, this research sheds light on the ongoing efforts to create affirming spaces within educational settings.
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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 | 0.024 | 0.054 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.026 | 0.013 |
| Scholarly communication | 0.013 | 0.008 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 0.002 |
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".