“Yeah, I’m Gay”: What Can Queer and Trans Young People Teach Us About Queer Joy Studies in Schools?
Bibliographic record
Abstract
This study explores how queer and trans youth construct their lives in relation to narratives of crisis and resiliency in schools. It seeks to contribute to the emerging field of queer joy studies, which challenges portrayals of queer and trans individuals as subjects of adversity. I facilitated two participatory collage-making workshops and two focus group interviews with four queer and trans students from a rural high school in New Brunswick, Canada, to learn more about how these young people shape and were shaped by their school's constructions of them. Through their collages and conversations, the youth resisted simplistic celebrations and alarmist constructions of themselves-foregrounding ambivalence and active social lives while challenging normative constructions of gender and sexuality within their school. My work with these young people suggests that educational policy and practice have overdetermined what life looks like for young queer and trans people in New Brunswick schools. Further, I argue that queer joy can emerge as a powerful framework for understanding and teaching when it foregrounds the everyday and often contradictory realities of 2SLGBTQIA+ life.
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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 | 0.014 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.024 | 0.030 |
| Scholarly communication | 0.011 | 0.011 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.003 | 0.009 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".