Sport as a Means of Socially Integrating Newcomer Girls into Canadian Society
Bibliographic record
Abstract
Immigrant and refugee youth are one of the most at-risk populations in Canada, marked by loss and trauma throughout their pre and post migration experiences (Smith et al., 2021). Newcomer youth arrive to Canada with significant potential to not only heal from their past traumas, but to also become active Canadian citizens and contribute to the country’s future. That said, the social integration and inclusion of newcomer youth are not sufficiently supported, and many newcomer needs remain unmet (Smith et al., 2021). While still in its infancy, sport has been recognized for its potential to facilitate social development amongst marginalized populations, and namely, amongst the newcomer population (Gardam et al., 2017; Spaaij, 2015). However, despite its recognition and usage, sport programming and initiatives remain inadequate, presenting significant gaps at micro, meso, and macro levels, leading to feelings of exclusion, racism and bullying, and assimilation within sport (Spaaij, 2015). This study investigated mechanisms of integration and inclusion of newcomers in school sport settings. Specifically, this study aims to examine sport participation as a means of newcomer integration and social inclusion into Canadian society. Through semi-structured interviews with newcomer students and staff, the data captured staff attitudes and the lived experiences, both past and present, of newcomer girls, providing insight into their individual sport experiences in Canada. Findings suggest newcomer girls may experience less access and opportunity to sport, which related to their deep-rooted cultural norms, unique school environment, and adverse resettlement experiences. Data indicated that current sport designs may not align with the local context of newcomers. This study contributes to a greater understanding of newcomers’ sport experiences and offers recommendations for fostering more inclusive sport environments, namely, providing trauma-informed, culturally sensitive, and collaborative sport programs for newcomer youth.
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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) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.025 | 0.008 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.001 | 0.003 |
| 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".