Using grounded theory methodology anchored within a life course perspective, this study explored former youth-in-care's sense of belonging and its impact on the transition to adulthood. The findings emphasized the importance of a sense of belonging to creating positive outcomes for young adults during their transition to adulthood. / Youth growing up in foster care tend to have poorer outcomes after reaching adulthood than youth in the general population, such as lower educational attainment, lower rates of employment, and more mental/emotional health difficulties than their peers. Although several factors have been suggested to explain this difference in outcomes, most studies have focused on youth’s negative experiences in-care as being the determinant factor. My study adopted an alternative approach and focused on youth who have had positive experiences during care, in hopes of learning from their experience. Using grounded theory methodology anchored within a life course perspective, this study explored how some youth developed a sense of belonging and what impact this had on their transition to adulthood. Each of the four young adults who participated in this studied shared their experiences of growing up in foster care and the impact this had on their transition to adulthood. The findings emphasized the importance of a sense of belonging to creating positive outcomes for young adults during their transition to adulthood. Five categories emerged from the data: “lack of control”, “realizing a stable, loving, and secure home”, “navigating multiple attachments”, “gaining a sense of belonging”, and “successful transition to adulthood”. These findings suggest that gaining a sense of belonging may be foundational to a successful transition to adulthood, especially when success is defined in terms of interdependence rather than independence. / Thesis / Master of Social Work (MSW)

This paper aims to gain an in-depth understanding of construction of ethnic identity and feeling ofbelonging through a case study on Macedonian diaspora in Australia. It examines the aspects whichinfluenced the construction of their (ethnic) identity and what kind of impact the migration processhad on their feeling of belonging. For that purpose, a qualitative research method was chosenconsisting of 9 semi-structured interviews with members of the Macedonian diaspora who havelived in Australia for more than 20 years. The result shows that the decisive factors in determiningtheir ethnic identity was the language, the Macedonian as well as Australian culture and the linkageto their homeland. In addition, although they showed that they have adopted Australian culture butalso kept their Macedonian culture, the psychological condition, memories, place attachment andfamily seemed to be essential for the prevalence of Macedonian ethnic identity and feeling ofbelonging.

Yes / Most studies investigated the effectiveness of virtual reality (VR) for healthcare and educational purposes, but little is known on the effectiveness of VR in social interaction. Our aim was to examine whether VR would be similar to in-person interaction in reducing loneliness. A total of 73 participants participated in this study. They were randomly assigned to in-person or VR condition and interacted for 15 minutes about a tourist landmark. Participants completed a set of questions that measured belonging – acceptance and exclusion, positive and negative affect, wellbeing, trust, and mood before and after the interaction. Results showed that in both conditions, loneliness was significantly lower, with higher wellbeing, higher positive and lower negative affect, feeling happier and had more fun post task. Trust was higher in the VR condition post task but not for in-person. Our regression analyses showed that having higher wellbeing was a significant predictor in reducing loneliness for in-person condition and that being older and higher belonging – acceptance were significant predictors on feeling lonelier for the VR condition. In sum, our results demonstrated some success in reducing loneliness in VR but may not be sufficient to develop lasting friendship. / The full-text of this article will be released for public view at the end of the publisher embargo on 07 Nov 2024.

My thesis explores the profound impact of contemporary residential architecture on social interaction and a sense of belonging among dwellers. Based on personal experiences in the United States, a critical examination reveals a prevailing trend towards isolation within modern living spaces, fostering disconnection and loneliness. As an architect, I have tried to investigate the spatial and architectural barriers that hinder social cohesion, emphasizing the vital role of "pauses" in facilitating human interaction and community engagement within built environments. Drawing inspiration from historical precedents and vibrant urban settings like the North End in Boston and plazas in Paris, this study advocates for a transformative approach to residential design. By integrating elements reminiscent of lively streets into vertical housing projects, the aim is to create opportunities for spontaneous human interactions. The research delves into specific examples, such as the Foxridge apartments in Blacksburg, to identify and address architectural deficiencies that inhibit verbal and non-verbal communication. Through innovative design interventions and strategic placement of communal spaces, my thesis proposes a paradigm shift towards architecture that fosters community bonds and enriches daily life experiences. It underscores the inherent potential of architecture to bridge societal divides and counterbalance the pervasive trend towards digital engagement, promoting holistic well-being through meaningful human connections. Ultimately, my thesis advocates for a human-centric architectural ethos, envisioning spaces that not only accommodate but actively cultivate a sense of belonging and social connectivity. / Master of Architecture / As Frank Lloyd Wright has told, "We create our buildings and then they create us. Likewise we construct our circle of friends and our communities and then they construct us." Humans are social beings and we have an inert need for social connections and interactions with other humans and nature. We crave the warmth of human connection, the solace of shared laughter, and the embrace of understanding souls. Lack of social interactions and sense of belonging can lead to social isolation and loneliness, and can have really detrimental effects on one's physical and mental health and also on a society as a whole. As Patricia Churchland has told "We long to belong, and belonging and caring anchors our sense of place in the universe." Architecture of the community has the potential or obligation to create a sense of community and belonging by providing opportunities for human interactions, celebrating gathering spaces and visual communication within the community. In the midst of the urban sprawl, the need for community is palpable, like a silent cry echoing through the concrete jungle. With the more vertical the residential units get the social interactions are almost completely lost as it is only double loaded corridors with houses on either sides with uncomfortable, awkward to almost zero human interactions. Even in vertical living we need to keep in mind that those beautiful views from the 12th floor have no value if you are still feeling socially isolated. My thesis focuses on tackling loneliness through the Built Environment and understanding what are the architecture barriers of social interaction. Through my thesis I have explored different strategies developed through my research to foster the sense of community and belonging. I am exploring these ideas in the context of Washington D.C. which is claimed to be one of the loneliest cities in the United States.

Formerly incarcerated students comprise a population that has been largely overlooked, when it comes to the recognition of their higher education promise and potential (Strayhorn et al., 2013; U.S. Department of Education, 2021). This lack of recognition contributes to the perpetuation of race- and class-based inequities and discounts the talents and potential of a multitude of individuals. In order to advance social justice and equity for this marginalized group, further exploration of their experiences with higher education is warranted. This exploration is increasingly timely, as the reinstatement of Pell eligibility for incarcerated students may place many more incarcerated individuals on a trajectory to continue pursuing their degrees at higher education institutions located outside of prison walls post-release. Although much research has been done on higher education courses offered in prison, relatively little is known about the experiences of formerly incarcerated students as they pursue higher education after prison release (Donaldson & Viera, 2021; Livingston & Miller, 2014; McTier et al., 2020b; Strayhorn et al., 2013).This qualitative study used the theoretical framework of social capital to explore the experiences of formerly incarcerated students as they have transitioned out of prison and into on-campus learning at institutions of higher education. The study was primarily aimed at obtaining a better understanding of the barriers and supports that formerly incarcerated students experience as they pursue higher education, focusing specifically on the ways in which they are able to cultivate a sense of belonging. Additionally, the study explored the motivations behind formerly incarcerated students’ decisions to continue pursuing higher education after their release from prison as well as their expectations for the future post-graduation. Data were collected through surveys, semi-structured, in-depth interviews with formerly incarcerated undergraduate and graduate students, and publicly accessible articles and video featuring the higher education experiences of formerly incarcerated students. Findings revealed that formerly incarcerated students’ decisions to continue higher education after prison were influenced by several factors, including personal transformations that led to the revaluation of higher education and the desire for better professional prospects after prison. Additionally, the decision to continue higher education was influenced by the acquisition of meaningful social capital that occurred through in-prison education. Connections to faculty members and fellow students made the task of earning a college degree on campus seem more attainable. Pertaining to barriers to experiencing a sense of belonging on campus, students who were formerly incarcerated dealt with culture shock during their transition from prison to on-campus learning; concerns over being stigmatized and perceived negatively by others; limitations and restrictions imposed on them by the halfway houses in which many of them lived; and a lack of shared experience with others on campus. Conversely, formerly incarcerated students found support and a sense of belonging in the context of the program in which they were involved, which offered them a sense of family and access to multi-faceted support services. Positive relationships with faculty also facilitated the cultivation of a sense of belonging among formerly incarcerated students, as did instances where they were able to leverage their life experiences in order to educate, inform, and mentor others on campus. Notably, the program provided various resources and opportunities to form meaningful connections with others, including other formerly incarcerated students, program staff, and faculty connected to the program. In this way, social capital acquisition—in the form of meaningful and supportive relationships fostered through the program—was most instrumental in facilitating a sense of belonging within their institution of higher education. Findings also showed that the higher education experiences of formerly incarcerated students had an overall positive effect on their perceptions of post-graduation opportunities. Through their higher education experiences, and more specifically through their time in the RISE-UP [a pseudonym] program, participants expanded their perspective on what they thought possible for themselves and gained confidence that their goals for the future were attainable. The program facilitated widespread networking and other opportunities for students, which led them to acquire a great deal of social capital. This social capital they acquired was most important in shaping their positive expectations for their post-graduation futures. As formerly incarcerated students are not a homogenous group, findings differed slightly based on factors such as gender, age, race/ethnicity, and campus attended. Findings of the current study show that in higher education spaces formerly incarcerated students have much to contribute but often face considerable barriers, particularly when it comes to establishing a sense of belonging. The findings have many important implications and suggest that by adopting certain policies and practices universities, administration, and faculty could help to better meet the needs of formerly incarcerated students and thereby increase their chances of academic, professional, and personal success. Future research should be conducted to further understand the experiences of diverse groups of formerly incarcerated students situated in various higher contexts. / Policy, Organizational and Leadership Studies

No, she is not my mom, not my aunt, we are not family. Yes, we do look alike, we do live in the same neighborhood, we smell the same coffee beans each morning, and we share the same zip code. The only difference between us is I do have an actual address here, she does not. Yes, she must have lived here much longer than me, she has a history in this town, a lot of the people would recognize her smiling spirit right away, yet she only occupies a corner in a street near a coffee shop most of the year. Everyone knows that space is hers, except the legal papers. Where are you from? The question may seem so simple, but regardless of how many times I am asked the answer has never been so easy for me each time I am asked, and I am asked very often. Belonging, identity, countries, tribes, bloodlines and borders are things that confuse me a lot, and for that I decided to do my thesis about them, trying to find an answer to a simple question, in a very complicated universe. I chose to study these matters through a transitional program, in a transforming neighborhood and for users who are in their most confused age; an international 6 boarding school in Dupont circle. / Master of Architecture

An alarmingly high level of Native Hawaiian and Pacific Islander (NHPI) college students in the United States end up dropping out of secondary education institutions. One important predictor of academic success and retention at the secondary level is student sense of school belonging. This thesis explores NHPI college students' perceptions of how their university instructors foster or undermine their sense of school belonging. A snowball sample of 97 NHPI students participated in 18 focus groups that included students from various islands and ethnicities in Oceania who were attending one U.S. university in the Pacific Rim. Focus group data were transcribed and analyzed using a thematic analytic approach. Open coding was conducted to investigate ways that NHPI participants talked about how their instructors did or did not help them feel a sense of belonging at the university. Four main findings emerged from this study. First, NHPI students were able to articulate ways their instructors fostered or undermined school belonging, highlighting the importance of instructors for fostering school belonging. Second, responses reveal that NHPI students feel a sense of school belonging when instructors show care and build bridges for academic success. NHPI students also noted why these were so important for them, given their cultural backgrounds and experiences. Conversely, when instructors failed to show care or build bridges, NHPI students shared how directly and devastatingly their sense of school belonging was undermined. Third, many NHPI students shared the positive and negative impacts of these school belonging experiences as pertaining to academic self-efficacy, motivation, and persistence. Finally, NHPI students articulated how important it was for them to have instructors who chose to attend to the student-teacher relationship and were able to provide cultural representation within their classrooms. There are several implications from this study for university instructors who work with NHPI students. First, the teacher-student relationship really matters for these students and instructors must develop relationships with their NHPI students in meaningful ways. Second, instructors should seek to create safe spaces for their NHPI students to speak and share. Third, instructors need to be explicit in their instruction and build the bridges for academic success that NHPI students cannot build for themselves. Overall, instructors should be made aware that they really matter for fostering or undermining NHPI students' experiences of school belonging in the college or university setting.

No description available.

In February 2022 Russia’s invasion of Ukraine started the war that would lead to the largest refugee crisis in Europe since World War II. In response to the war, SWAN, the Swedish Artists Residency Network, initiated the project Emergency residencies. During 2022, the network’s artist residencies opened up to provide safety for Ukrainian artists fleeing the war. Through an ethnographic case study and in-depth interviews, this thesis explores the experiences of four Ukrainian musicians in times of war and displacement, that took part of the Emergency residencies. It also investigates the function of SWAN’s Emergency residencies for musicians facing forced migration. The purpose is to shed light on the experience of musicians in a refugee position and the residency as a space that may contribute to uphold music-making and musical labour for refugee artists.   This thesis uses a transdisciplinary approach. It draws on notions of music as an emotional resource, music becoming political, and theoretical concepts regarding identity, belonging, and detachment, as well as translocality and transcultural capital. SWAN’s Emergency residencies is shown to provide several benefits for musicians displaced during Russia’s war on Ukraine. It includes the contribution of economic resources, opportunities for artistic practice and development, and promotion of cultural understanding and social inclusion. It also suggests that typical benefits provided by artist residencies gain added value for artists experiencing war and displacement, as it answers to losses typically experienced in forced migration. The war and refugee position are embedded in the daily experience of musicians facing war and displacement. This thesis suggests that musicians can use various strategies to either enforce, dismiss, expand or change the view of their prescribed identity in relation to the war and the refugee position. A Ukrainian identity is enhanced to show pride of their country, create awareness of Ukraine’s situation or foster a sense of belonging. Music can also be used to detach from positions and preconceptions surrounding such labels and connections, either through performing other identities or releasing from all categories. Furthermore, music and music-making can act as an emotional resource that helps regulate emotions or become a vehicle for political mobilisation and support for Ukraine. The politicisation of music is also actualised by the refugee position in itself and public perceptions of such positions. Transcultural capital highlights the capacities and strategies of musicians to create various economic, cultural and social opportunities through links to both their host and home country.

<p>Drawing on broader discussions that attempt to envision new ways of negotiating identity, nationalism and race in a post-colonial, post-apartheid South Africa, this thesis examines how whiteness is constructed and negotiated within the framework of literary-journalistic narratives. It is significant that so many established journalists have chosen a literary format, in which they use the structure, conventions, form and style of the novel, while clearly foregrounding their journalistic priorities, to re-imagine possibilities for narratives of identity and belonging for white South Africans. I argue that by working at the interstice of literature and journalism, writers are able to open new rhetorical spaces in which white South African identity can be interrogated.</p> <p><br /> This thesis examines the literary narratives of Rian Malan (My Traitor&rsquo / s Heart, 1991), Antjie Krog (Country of My Skull, 1998, and Begging to be Black, 2009), Kevin Bloom (Ways of Staying, 2009) and Jonny Steinberg (Midlands, 2002). These writers all seem to grapple with the recurring themes of &lsquo / history&rsquo / , &lsquo / narrative&rsquo / and &lsquo / identity&rsquo / , and in exploring the narratives of their personal and national history, they attempt to make sense of their current situation. The texts that this thesis examines exhibit an acute awareness of the necessity of bringing whiteness into conversation with &lsquo / other&rsquo / identities, and thus I explore both the ways in which that is attempted and the degree to which the texts succeed, in their respective projects. I also examine what literary genres offer these journalists in their engagement with issues of whiteness and white identity that conventional forms of journalism do not. These writers are challenging the conventions of genre &ndash / both literary and journalistic &ndash / during a period of social and political flux, and I argue that in attempting to limn new narrative forms, they are in fact outlining new possibilities for white identities and ways of belonging and speaking. However, a close reading of these literary-journalistic narratives reveals whiteness in post-apartheid South African to be a multifaceted and often contradictory construct and position. Despite the lingering privilege and structural advantage associated with whiteness, South African whiteness appears strongly characterised by a deep-seated anxiety that stems from a perpetual sense of &lsquo / un-belonging&rsquo / . However, while white skin remains a significant marker of identity, there does appear to be the possibility of moving beyond whiteness into positions of hybridity which offer interesting potential for &lsquo / becoming-other&rsquo / .</p>