Teachers of Punjabi Sikh Ancestry: Their Perceptions of Their Roles in the British Columbia Education System
Bibliographic record
Abstract
This study examines the perceptions of teachers of Punjabi Sikh ancestry of their roles in the British Columbia public education system. Twenty teachers, 13 females and seven males, were interviewed. Three of the participants were born in Canada, 17 had immigrated to Canada. The participants ranged in age from their early 20s to their late 40s. The results of this investigation indicate that these teachers see themselves playing a wide range of roles in the education system. They recount that they serve as bridges between the Punjabi Sikh community and the education system, acting as translators, cultural informants, and role models. These teachers are also committed to influencing selected cultural values of Punjabi Sikh parents in order to reflect mainstream attitudes toward education and gender roles. This research has important implications for teacher education programs and public school districts that recruit, train, and employ minority teachers. This research suggests that it is critical to acknowledge teachers of Punjabi Sikh ancestry not just as "professional ethnics," but as educators with a range of skills and talents as varied as those of their mainstream colleagues.
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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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| 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".