A CRITICAL EXPLORATION OF DEI LEADERSHIP PRACTICES IN ONTARIO’S CHILD WELFARE
Bibliographic record
Abstract
The primary goal of my research is to understand how practices of diversity, equity, and inclusion (DEI) are used to mitigate the elevated numbers of children of African heritage in child welfare. The disproportionate state-sanctioned child welfare apprehensions of Black children present as policing our most vulnerable members from communities of African heritage – our children. The anti-Black state violence in Ontario has been “acknowledged” by child welfare agencies who are now required to address the racial disparities within child welfare agencies. This thesis attempts to understand the histories, complexities, and current measures aimed at mitigating disparities of African, Caribbean, and Black children involved in child protective services from the perspective of child welfare service providers of African heritage. Diversity, Equity, and Inclusion (DEI) are incorporated into hegemonic child welfare institutions while the provincial government has failed to publicly critique the current measures implemented to address the disparities for communities of African heritage. Five participants were recruited from the Greater Toronto Hamilton area to participate in one-to-one interviews
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.954 | 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".