The Institutionalization of New Equity, Diversity, and Inclusion Positions and Practices in Ontario Student Affairs and Services
Bibliographic record
Abstract
This study investigated the emergence of new equity, diversity, and inclusion (EDI) positions developed in student affairs and services divisions at universities in Ontario, Canada. Most Canadian universities now espouse the values of EDI, though identifying and addressing persistent systemic barriers experienced by undergraduate students from equity-deserving groups has received limited attention. Based on semi-structured interviews with seven student affairs and services staff and directors from three universities, the multiple case study analysis reveals the institutional conditions and factors contributing to staff and student agency that facilitated the development of new EDI-focused positions and practices. The results of this study highlight the importance of understanding and responding to changes in the institutional environment as a critical factor in motivating change to systemic inequities within Canadian universities.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.017 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.017 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".