A Thematic Exploration of Well-Being in Ontario-Based School Board Gender Identity Accommodation Policies
Bibliographic record
Abstract
The purpose of this qualitative study was to better understand how well-being is articulated in the gender identity accommodation policies and procedures of Southern Ontario school boards. I conducted a critical thematic policy analysis of 13 policies and procedures from 10 English-speaking public-school boards in Southern Ontario. Combined lenses of queer theory and Foucauldian analysis were used to understand how school board policies and procedures act as discourse and reproduce cisgenderist power. Results indicate that the well-being of gender diverse students is not equitably articulated within school board accommodation policies and procedures. Specifically, school boards engage in cisgenderist discourse and problematization patterns that adhere to the gender binary and uphold safety risks for gender diverse students in schools. This research problematizes an individualized approach to accommodation and recommends a more critical restructuring of school board policy and school culture in order to be more inclusive and better the well-being of gender diverse students.
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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 | 0.012 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.018 | 0.021 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 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".