Queering Places and Curricular Spaces: LGBTQ+ Students in the Community, the College, and the Curriculum
Bibliographic record
Abstract
This exploratory dissertation addresses a significant gap in Canadian scholarship: the inadequate recognition of LGBTQ+ student experiences in a community college, and the problem of queer presence in the curriculum, college, and community. The research question is: “What are the school experiences of LGBTQ+ students in an Ontario college, and how does campus climate affect experiences such as coming out?” This work introduces campus climate, Queer identity formation, the ‘campus closet’, and the problem of unwelcoming schools with heteronormative curricula and school ethos. Campus climate for LGBTQ+ students is problematic, yet a positive climate is fundamental to students’ feeling welcome, as institutions undertake EDI initiatives. Literature uses a social justice framework, and introduces major themes: LGBTQ+ identity formation; the lack of recognition of diversity in schools; research and policy which do not serve students equally; and curriculum as heteronormative social control. This project employs qualitative research methods, in particular grounded theory, to situate the experiences of LGBTQ+ college students in Canada. Campus climate should reflect Queer presence in the curriculum, the college, and the wider community. The findings introduce the research participants, and reflections on homophobia, campus climate, inclusive curriculum, as well as social relationships inside and outside the classroom. Findings also suggest a theory about the school lives of LGBTQ+ students: that for queer students a positive campus climate lies at the intersection of Queer in the curriculum, Queer in the college, and Queer in the community, and further, that a welcoming local community, institution, and curriculum shape the school experiences of LGBTQ+ students, and contribute to their persistence in their studies and successful degree completion, as well as to their determination of a post-secondary education being an experience worth wanting.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.023 | 0.015 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 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".