Intersectional Solidarity: The Importance of Women in Canadian Educational Leadership Coming Together Over Time
Bibliographic record
Abstract
Education is often considered the single most important indicator of a nation’s progress and promise. Education acts to offer opportunity and optimism for those that have not been born to wealth and privilege. Yet without thoughtful awareness, school systems can continue to perpetuate disadvantage – unless there is a leader willing to see the promise in everyone. Strong educational leadership is required to fortify the growth realized by individuals and push the boundaries forward from promise to actualization. It is an accepted fact that educational leadership is second only to teacher impact on student achievement, graduation rates, and attendance. Kind, intelligent and thoughtful leadership influences teacher retention rates, equity affirming practices and school cultures. In Canada, one of the most liberal countries in the world, continues to see difference in leadership opportunities for women, particularly those from equity deserving communities. This article takes a bi-ethnographic exploration of the journey of two school leaders with differing positionality but a shared goal of school leadership diversification.
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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 | 0.005 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.064 | 0.018 |
| Scholarly communication | 0.011 | 0.004 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.005 | 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".