The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication
Bibliographic record
Abstract
This paper presents the results of a research project on the intercultural climate in schools and the academic success of immigrant students in Quebec. The intercultural climate in eight secondary public schools is documented from the standpoint of various school and community stakeholders, students, and parents. More specifically, the paper focuses on the commitment to promoting cultural equity, which is identified through interviews with the targeted stakeholders on exclusionary practices and processes and the practices implemented to counter them. The results identify five areas of vulnerability among certain minoritized groups of students: the transition from welcoming to regular classes for those students learning French, evaluation and support for those experiencing learning or behavioral difficulties, the referral of these students to adult education programs or work-oriented training programs, their participation in extracurricular activities, and their access to special school projects. Nonetheless, some schools do report the introduction of many equity practices in response to the exclusionary ones. However, these initiatives are mostly occasional and voluntary and pertain to interactions between individuals. These findings call for a discussion on the importance of systemic and concerted initiatives towards achieving equity.
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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 | 0.006 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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".