Exploring the Experiences of LGBTQ+ Early Childhood Educators: Navigating and Challenging Heteronormativity in Childcare Settings
Bibliographic record
Abstract
This qualitative study explored the childcare experiences of 8 LGBTQ+ early childhood educators in Ontario, Canada. Semi-structured online interviews were conducted through a narrative inquiry-based strategy that allowed participants to share stories, experiences and opinions that informed the research question. Through a queer theoretical framework, with intersectionality in mind, analysis of the findings reminded us that the identities of LGBTQ+ early childhood educators are still being challenged and oppressed within the heteronormative spaces of childcare. How participants navigated their gender identity and sexual orientation was also influenced by other aspects of identity that included disability, mental health status, culture, race, and religion. Recommendations for compulsory anti-bias training were voiced by the participants and the researcher as the next step in moving LGBTQ+ inclusive practices within childcare settings forward. Future research that utilizes queer theory should also take on an intersectional approach in understanding queer lives.
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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 | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.024 | 0.020 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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".