Anti-racist feminist theory and women of colour in the graduate classroom
Bibliographic record
Abstract
Taking an anti-racist feminist theoretical approach, this thesis looks at the operation of power dynamics within the graduate Women's Studies classroom, and specifically how they contribute to silence for women of Colour students in the space of the Canadian university classroom. Throughout this study I rely on secondary sources (i.e. published articles and books) as a means of gathering information. First, the theoretical concept of ‘race’ and its influence on academia is explored. This is followed by working through the three feminist epistemologies of feminist empiricism, feminist standpoint theory, and feminist postmodern theory, along with an indigenous/decolonizing methodology in order to arrive at a clearer understanding of how the histories of each have influenced the intersectional approach of anti-racist feminist theory. Next this thesis addresses how power dynamics in the form of silence may be experienced by women of Colour students within the classroom. I conclude with some suggestions for how a more inclusive classroom for women of Colour students may be achieved. The general scope of this thesis is to reveal how ‘race’ and racism within academia, specifically within a Canadian university classroom environment, continue to play an important role in how women of Colour students are situated within it.
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.021 | 0.052 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 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".