Belonging among Newcomer Youths: Intersecting Experiences of Inclusion and Exclusion
Bibliographic record
Abstract
Belonging has been identified as an important resource for health and well-being in the lives of youths. Thus, it is an important concept for upstream health promotion and culturally safe and relevant nursing care. While many researchers acknowledge the importance of the social, cultural, and political context in the lives of newcomer youths, little research has examined the sociopolitical processes inherent in immigrant and refugee youths' experiences of belonging. By employing an intersectional and postcolonial perspective, this study explored newcomer youths’ gendered, racialized, and class experiences of inclusion and exclusion that ultimately influenced their sense of belonging in their country of resettlement. Through an examination of online blogs in the United States, the United Kingdom, Australia, and secondary analyses of transcribed interviews from a previous study conducted in Canada, experiences of belonging were revealed to be shaped by complex and multifaceted structures of oppression. Through individual and collective efforts of resistance and resiliency, newcomer youths worked to construct a sense of belonging in their daily lives. Despite these participants’ demonstrated strengths, it is evident that more work is needed to support newcomer youths’ sense of belonging and well-being throughout resettlement. Implications for nursing practice and research are discussed.
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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 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".