The impact of race and class on the educational experience of Black students in Ottawa's educational system /
Bibliographic record
Abstract
This thesis examines the educational inequalities facing Black high school students, particularly working-class youths in Ottawa's educational system. In consultation with several community organizations, educators, parents and students, several concerns were identified as barriers that impacted the educational achievement of Black youths in Ottawa's schools. They identified issues such as the continued negative stereotyping of Black students, particularly Black males as being aggressive, violent, low achievers, and lacking respect for authority, which often results in their suspensions and/or expulsion. Most importantly, they argue that in addition to the high rate of suspensions and expulsions, there also appears to be a funneling of Black working-class males into the criminal juvenile justice system, by schools, which results in the criminalization of Black youths by Ottawa schools. This study was framed within a Black antiracist feminist framework that employed an oppositional and critical pedagogy aimed at interrogating the educational experiences of Black youths. The study examined the impact of race and class on educational outcome, and the ways in which the current educational arrangement benefits some students while disadvantaging others. Critical to the study is the denial of racism within Ottawa schools by educators and administrators. The problem is further complicated by the fact that neither the Ottawa Carleton District School Board nor the Carleton Roman Catholic Separate School Board compiles statistical database on students' race, ethnicity and/or social class, which is a necessary tool in determining the existence of educational inequality. Due to the lack of educational statistics educators have avoided accountability, thus preserving the status quo.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.015 | 0.004 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 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".