Countering Institutional Adultism: How Canadian Independent School Senior Leaders Engage with Racialized Student Voice
Bibliographic record
Abstract
During the COVID-19 pandemic, independent school students of colour requested channels to share voice with their senior leaders about their school experiences (Mastroianni, 2021). However, little research has been conducted on how these executive-level leaders have continued to engage with racialized student voice in the years following 2020. While previous research has focused on how public-school principals facilitate student voice, there is a dearth of literature on racialized student voice, particularly in Canadian independent school contexts. Thus, this qualitative study explored how eleven senior leaders in independent schools conceptualized racialized student voice, what barriers they encountered when seeking to engage with students of colour, what opportunities existed for engagement with racialized student voice, and what strategies leaders employed to hear voice. Adultism and culturally responsive school leadership provided lenses through which to understand senior leaders’ experiences. Data was derived from two rounds of semi-structured interviews, document review, and an observation of one senior leader’s practice. After multiple cycles of coding, seven themes emerged: (1) differentiating between student voice and racialized student voice, (2) redefining voice as more than projection, (3) critiquing assumptions related to student voice, (4) reimagining school culture and traditions, (5) moving from ‘power over’ to ‘power with’, (6) adopting critical self-reflexivity, and (7) welcoming all stakeholder voice. The findings from this study contribute to nascent scholarship on how adultism is perpetuated in schooling through personnel, personal practices, school programs, and school structures. Moreover, the study’s findings elucidate how educational leaders are enacting relational power and treating community members as partners, not clients, in order to engage with racialized student voice in schools. The study concludes with implications for practice and considerations for future research.
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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 | 0.011 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.039 | 0.021 |
| Scholarly communication | 0.010 | 0.003 |
| Open science | 0.003 | 0.010 |
| Research integrity | 0.002 | 0.005 |
| 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".