Black Canadian Women, White Canadian Schools: Navigating Identity Within the Complexities of Blackness
Bibliographic record
Abstract
This study focuses on the educational experiences and narratives of Black girls in the Greater Toronto Area (GTA) and is based on ten self-identified Black women who were interviewed over a four-month period, in addition to sharing my own schooling experiences. The literature review examines the ways is which today’s experiences of formal education, which were shared by the women, are shaped and circumscribed by various components of schooling. Overall, this study recounts the participants’ challenges and frustrations, coupled with their positive experiences in navigating the educational system in the GTA from elementary to high school. However, much more work needs to be done to ensure that formal education and learning are meaningful for Black girls and other systematically marginalized students in our Canadian school system. The thesis reveals the complexities associated with understandings and interpretations of identity and discusses Black women’s questions of identity as situated in Black Canadian feminist theory. My research question is: How did diverse self-identified Black women experience education in the Greater Toronto Area? This research is important because Black girls are not only made to feel invisible in schools, but they are also under researched. With the use of Black feminist thought, I used interviews while connecting my personal experiences to wider cultural understandings of Black women’s question of identity. This research found that the women participants were resilient but impacted due, perhaps, to their negative schooling experiences. While some of the findings support existing literature, the participants also recommended ways in which Canadian schools could be more relevant to Black female students. This work should encourage more Black girls and women of colour to share their stories, and for educators, school administrators, and policy makers to pay more attention. Keywords: anti-colonial, decolonization, schooling, blackness, black female education, black girls
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.076 | 0.023 |
| Scholarly communication | 0.010 | 0.003 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.007 | 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".