Social Support Among Refugee Youth in Windsor
Bibliographic record
Abstract
Social Support Among Refugee Youth in Windsor\nLack of social support among newcomer refugee youth creates many challenges upon arriving in Canada. These challenges include navigating the system, being involved in the community, adapting to the new cultural environment, and finding employment. This impacts the wellbeing of youth and their confidence to be active members of the community. This study is using a qualitative design, with in-depth interviews that will be conducted from a sample of 16 respondents who had been in Canada between 1 - 4 years. The respondents are refugee youth whose ages are between 18 - 24 years of age. In addition, the social circle scale will be used to identify the care and support that these newcomer youth can benefit from, to measure their social wellbeing and their inclusion within Canadian society. Ultimately, newcomer youth experience uneven connections to social milieus, employment opportunities, and treatment in public spaces. Schools have become areas of inclusion and exclusion for newcomer youths. Whilst outside these institutions, their social participation experiences are regulated by participation to spaces that are migrant specific. Furthermore, these experiences are negatively impacting many young people’s successful transition to adulthood. This is an open challenge that has implications to social work practice.There is an urgent need for the government and social service organizations to work together to bridge the gaps and improve conditions for young newcomers who constitute a potential major force to fill the need of the aging Canadian population.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".