Then and Now, Knowing and Leading: The Lived Experience of Ethnicity and its Implications for College Leadership
Bibliographic record
Abstract
In my research, I set out to ask if lived experiences related to ethnicity shapes and informed college leaders. From the findings, I have concluded that lived experiences of ethnicity do shape and inform college leaders. This was a heuristic exploration that allowed participants to find, discover, and understand the meaning in their lived experiences. I used a heuristic, qualitative research approach with semistructured interviews to question and learn from 10 participants during two interviews over a 1–3-month period. Participants were Maltese, Italian, Portuguese, or a combination, and were leaders in colleges in Ontario. For the purposes of this study, these college leaders were administrators in the positions of Associate Dean/Chair, Dean/Director, manager, and/or senior administration in Ontario. The experience of growing up ethnic, immigrant, and marginal, was juxtaposed to these participants’ experiences of whiteness, being educated, and privileged. Participant histories of marginality and difference were largely dismissed by others against their current positions of status and power. Implications of historical and current lived experiences of marginality on leadership practice were a central focus. The exploration of how participants negotiated, mediated, and reconciled past marginality with current privilege and how this informed their leadership practice was a core tenet of this work. I pursued this research and offer it not to right the wrongs for participants, but rather to inform leadership practice in ways that encourage white stories of marginality to be told; to disarticulate and rearticulate rules and systems that oppress and confine; and to continue to reimagine that whiteness is not sameness. The insights assembled in these findings may be of interest and informative to other scholars who work towards equity and inclusion.
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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 | 0.001 | 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 | 0.000 |
| 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".