Belonging at the Margins: An Intersectional Analysis of Girls’ Educational Experiences in Rural India

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This study explores how girls attending Kasturba Gandhi Balika Vidyalayas (KGBVs) - residential public schools for historically underrepresented communities - conceptualize and experience school belonging. Using qualitative data from focus group discussions with 60 girls in the Mewat district of Haryana, India, this research examines belonging not as a universal psychological state but as a situated, intersectional phenomenon that is shaped by gender, caste, class, religion, and spatial dynamics. Integrating psychological theories of belonging with Antonsich’s ( 2010 ) five-dimensional framework, the analysis reveals how school belonging emerges through emotional connection, aspirational identity, and spatial safety, while simultaneously being constrained by structural inequalities in girls’ homes and communities. Four central themes are developed: a) emotional and relational anchors, b) aspirations, freedom and contours of belonging, c) spatial belonging, and d) the politics of inclusion and exclusion. Findings underscore the need to move beyond individualized understandings of belonging and instead examine how it is produced through both personal narratives and social hierarchies. This study contributes to a growing literature that centers intersectionality and lived experience in understanding educational belonging and calls for context-sensitive research, policy, and practice to foster equitable schooling environments for girls at the margins. Social science/Education Humanities/Philosophy Biological sciences/Psychology Social science/Psychology Humanities/Religion Social science/Sociology School Belonging Intersectionality Marginalized Girls Gender and Education Politics of Belonging Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Introduction In 2022, the United Nations General Assembly projected that achieving global gender equality as part of Sustainable Development Goal Five could take another 300 years (Azcona et al., 2022 ). While gender empowerment efforts - both globally and nationally - have increased, including India’s $ 27 billion Gender Budget (Yokying, 2022 ), the outcomes have remained disproportionately elusive for historically marginalized adolescent girls (UNICEF, 2019; Sahni, 2018 ). The contradiction between policy ambitions and the everyday realities of adolescent girls raises a fundamental question: What does it mean for girls to belong in school? In other words, beyond questions of enrollment and retention, how do girls themselves make sense of inclusion, value, and place in educational settings? To answer this, this study attempts a qualitative investigation of the question, What does sense of belonging to school mean to historically underrepresented adolescent girls in rural India? Sense of Belonging to School Referred to a sense of relatedness and connection to a social group or system in which a person feels they are a valued or important member (Hagerty et al., 1992 ; Hill, 2006 ), sense of belonging has historically been interpreted as a fundamental, universal need (Baumeister & Leary, 1995 ; Brown, 2014 ; Maslow, 1943 ). It has been shown to affect a person’s well-being (Shochet et al., 2011 ), self-efficacy (Uwah et al., 2008 ), academic performance (Maurizi et al., 2013 ), and engagement in educational settings (Neel & Fuligni, 2013 ). Additionally, school belonging has been studied as a strategic resource to shape adolescent identity (Giardiello, 2015 ). It is known that sense of belonging makes crucial differences to educational outcomes and is shaped by both the individual and the context (Hagerty et al., 1992 ), but this has not been reflected in the scholarship around it. Psychological research has operationalized belonging primarily from a personality and individual differences research perspective. It frames the tendency to experience a sense of belonging (or lack thereof) as a trait or a fundamental mode of relating (e.g., Hagerty & Patusky, 1995 ; Malone et al., 2012 ). However, there have been few studies that have captured context-sensitive experiences and information in marginalized populations. One study found vast differences in the ways students from privileged and minoritized social identity groups defined school belonging (Vaccaro & Newman, 2016 ). On the other hand, sociological studies have shed light on the politics of belonging as governed by socially and culturally mediated emotional processes. Politics of belonging are the processes that dictate aspects around inclusion and exclusion of a person (Antonsich, 2010 ; Yuval-Davis, 2006 ). In summary, this study examines sense of belonging to school among girls who face extreme poverty and gender discrimination. In doing so, I rely on theories from psychological and sociological disciplines and account for structural factors that contribute to such inequalities. Intersectionality In addition to drawing from psychological and sociological literature, this work is grounded in the view that to truly understand sense of belonging to school among marginalized populations, such as that of historically underrepresented adolescent girls in educational settings, it is essential to account for structural determinants of gender inequality (George et al., 2020 ), and, in doing so, an intersectional approach to belonging to school is imperative. “Intersectionality” has been conceptualized as the experience of subordination across multiple and simultaneous categories in such a way that is “greater than the sum of racism and sexism” (Crenshaw, 1989 ), but this definition has been extended to other forms of social identities that lead to oppression (Velez & Spencer, 2018 ). It has been broadly defined as a process through which identities take on meaning depending on context (Choo & Ferree, 2010 ) and focusing solely on one identity obscures the significance of other meaningful identities (Bowleg, 2013 ). Even though intersectionality has allowed examination of multiple minority identities, it has been critiqued for focusing on static individual factors and overlooking dynamic and structural factors (Ferree, 2009 ). But a bigger epistemological critique of intersectionality lies in relying on theoretical frameworks developed in the Global North to study the Global South. It rightly argues that women’s identities were never examined through a “single axis framework” in the Global South by citing twenty-first-century scholar Ram Manohar Lohia’s work who linked caste, class, gender, and the politics of language in his approach (Kumar, 2010 ; Menon, 2019 ). In fact, the origins of the engagement with multiple identities can be traced back to the legacy of anti-imperialist struggles and women’s movements in the Global South (Menon, 2019 ). For the purposes of this study, I view intersectionality as an instrument to examine the conceptualization of sense of belonging to school and engage with the themes of gender, caste, and class as they occur organically in the statements of the girls. Understanding that social inequality is complex, I draw on social identities of my participants to understand socially constructed dimensions of difference that they experience. In doing so, I rely on intersectionality’s core tenet of complexity, which does not seek to organize the world into binaries (Misra et al., 2021 ). Overall, I tend to align with maintaining awareness and alignment with a more fluid and conjunctural nature of intersectionality (Menon, 2019 ). KGBV Schools in India The Indian government established KGBV schools in 2004 with the vision of providing access to quality education to girls belonging to underprivileged communities (i.e., from India’s lowest castes, namely Scheduled Castes, Scheduled Tribes, Other Backward Class, tribal groups, and low socioeconomic status). Educationally Backward Blocks were identified throughout the country as areas with literacy levels below and male-female literacy gaps above the national average. There are 3,609 residential KGBVs in India where, along with education, girls are provided clothing, food, and school materials (NITI Aayog, 2015 ). In the northern Indian state of Haryana, the Mewat district, with a female literacy rate of 36% (Government of India, 2011 ), has five KGBVs from grades six to ten located predominantly in remote areas. XXX (2020 ) found that more than 50% of the girls’ mothers in this community did not work outside the homes, and fathers were typically daily wage workers, vehicle drivers, or small shop owners. The average family size was 12 members, and 70% of the participants were first-generation learners. Besides belonging to minority caste groups, the girls also report Muslim affiliations and tend to operate under strict gender rules and patriarchy (Roy, 2015 ). In addition, the experiences and learning of girls in KGBVs remain underrepresented in national data and educational research within India (XXX). For instance, national learning assessments conducted in schools are estimated to omit at least 26% of school-age children across rural India (Goodnight & Bobde, 2018 ). The missing children are among the most deprived, in part, because special schools like KGBVs are not included in official lists for national testing. For this study, I operationalized the main research question in two sub-questions: 1a: What are attributes and aspects of sense of belonging to school among historically underrepresented adolescent girls in rural India? This question explored the meaning-making process around sense of belonging for the girls and involved both ways in which they define and understand belonging, examples, and incidents from their daily lives that speak to their feelings of belonging in relation to educational experiences and other dimensions or constructs that they associate with belonging. 1b: How is the notion of sense of belonging to school affected by structural determinants of gender inequality? This question sought to understand how forces of gender, caste, and class, as they emerged from the data, influenced feelings of belonging to school among the KGBV girls. In looking at the structural factors of gender inequality, I draw on principles of intersectionality. Method Participants and Procedure Participants were 60 adolescent girls from grades six to nine with an age range of eight to 19 years ( M = 13). The mean age for grade six girls was 12 years, grade seven girls was 12 years, grade eight girls was 13 years, and grade nine girls was 14 years. They all attended KGBV schools in the Mewat district of Haryana, a state north of India. There are five KGBVs in each of the blocks Nuh, Nagina, Tauru, Punhana, and Ferozpur Jhirka, and I conducted five focus group discussions in each of the schools with the girls represented equally across the grades (Appendix A). Data Collection To explore the range of feelings and experiences among the girls about sense of belonging to school, I collected qualitative data through five focus groups. I chose focus groups because the girls were shy and did not speak much if left alone to talk individually. Aligning with recommendations from Krueger and Casey (2009), I used focus group for them to open up and share their views about the complex dimensions of belonging. As a researcher with experience working with KGBV students since 2016 and regular visits to Mewat since 2018, I had established rapport with the girls, which helped foster a sense of safety during focus groups. Each session began with a 10-minute contextual icebreaker and I emphasized that there were no right or wrong answers. Focus groups, each comprising 12 girls, were conducted during school hours at participating KGBVs. At the start, participants were informed of the study’s purpose, reminded of their right to withdraw at any time, and invited to ask questions. Given the logistical challenges of reaching parents in remote villages, and with the school warden serving as the designated legal guardian, parental consent was waived and girls under 18 provided independent assent. Focus groups lasted from 1.5 hours to 2 hours with short breaks in between. A semi-structured protocol was employed, informed by both literature and previous work experience with KGBV girls, and shared for feedback with other researchers before being administered. To capture participants’ experiences of intersectionality from the lens of gender, class, religion, and caste, recommendations by Bowleg et al. (2008) for qualitative research were incorporated into the study protocols. I specifically included questions intended to uncover the day-to-day experiences and personal meaning of minority sense of belonging to school in light of the participants’ interdependent social identities (Craig et al., 2017). Open-ended questions guided focus groups, some of which are: (a) When do you think/feel you belong? Can you share some examples? (b) Do you feel you belong in your school? In your home? In the society? (Appendix B) Positionality I grew up as a woman in North India, about 300 miles from my research site, in a society shaped by patriarchy. I speak the same language (albeit a different dialect) and have worked in rural schools - including as a teacher and a nonprofit program lead in KGBVs - experiences that helped me build trust and engage with empathy. Over the past five years, I have worked closely with the KGBV community in Mewat. At the same time, I recognize my caste and class privilege. Unlike the girls I worked with, I did not face the same level of systemic barriers to education. This dual positioning - both insider and outsider - shaped how I approached the research. I draw on Delamont’s (2016) framing of occupying both positions to reflect critically and conduct research that is kind and fair. My sensitivity informed the design and facilitation of focus groups. I avoided probing further on caste when I sensed discomfort or the risk of retraumatization, especially given the lack of support structures in schools. Similarly, I refrained from pushing on religious questions, being mindful of a recent communal conflict in the district. These choices reflect an ethical commitment to care and contextual responsiveness in the research process. Analytic Plan All focus groups were conducted in Hindi and were digitally recorded by me. They were first transcribed into Hindi and then translated into English. I then double-checked the obtained transcript against the original recording in Hindi to ensure that the English version captures the Hindi recording in its entirety. In this round, I also added periods of silence when the girls were quiet in response to a discussion prompt for a considerable time. I followed Boor et al.’s (2001) guidelines for transcription. All recorded speech was transcribed verbatim, including hesitations, repetitions, and pauses, to reflect natural speech patterns. I organized my data analysis approach around my two research sub-questions. In understanding question 1a ( What are the attributes and aspects of sense of belonging to school for historically underrepresented adolescent girls in rural India?) , I decided to look and code for words, sentences, and phrases that signal what school sense of belonging means for the girls, what the words are they use to describe it, and what aspects they associate school sense of belonging. Here an attribute is an inherent quality that describes sense of belonging, while an aspect is a particular angle or component through which it can be examined or understood. For question1b ( How is the notion of sense of belonging to school affected by structural determinants of gender inequality? ), I decided to look and code for the spaces where they experience or do not experience sense of belonging and factors that seem to affect sense of belonging to school. In doing so, I used a combination of both participants themselves, seeing their experiences as affecting their school sense of belonging, as well as my own interpretation during the process of coding. My analysis followed the phronetic iterative approach (Tracy, 2019), which involves moving back and forth between emergent data and existing theory. In Step 1, guided by Research Questions 1a and 1b, I open coded transcripts (a combination of inductive and deductive coding producing a list of 49 codes) from two sites, using both inductive and deductive strategies. Codes captured girls’ language, experiences, spaces of belonging, and influencing factors - organized under four categories: definitions/attributes, related aspects, place belonging, and intersectionality (Appendix C). In Step 2, I recoded initial transcripts and coded remaining ones, refining the code list. Using Anfara et al.'s (2002) code mapping technique, I grouped codes into categories to iteratively answer the research questions (Table 1.1). MAXQDA supported the analysis through both vertical (within transcript) and horizontal (across transcripts) retrieval. The code matrix and code relations browser revealed key patterns and associations, particularly between belonging and factors like gender and societal norms (Figs. 1.1, 1.2; Table 1.2). To ensure credibility, I maintained analytical memos (Strauss & Corbin, 1990), engaged in regular reflection, and conducted face validity checks by presenting preliminary findings to local stakeholders familiar with the community (Cavanagh, 1997; Elo et al., 2014). Table 1.1 Table 1.2 Association Between School Sense of Belonging Code and Other Codes Code Associations Number of Associations First Iteration Categories low sense of belonging*gender 24 low sense of belonging*new in school 34 low sense of belonging*society 39 society*gender 17 Second Iteration Categories low sense of belonging*politics of belonging 58 low sense of belonging*place belonging 116 high sense of belonging*place belonging 55 low sense of belonging*belonging related aspects 46 society*politics of belonging 44 Findings Girls shared their day-to-day experiences reflecting how intersecting social structures - gender, caste, poverty, and institutional configurations - shape their affective and cognitive belonging in school contexts. Four central themes and multiple subthemes emerged from the analysis: (1) Emotional Vocabulary and Relational Anchors of Belonging, (2) Aspirations, Freedom, and the Contours of Belonging, (3) Place Belonging and Spatial Transitions, and (4) Structural Margins and the Politics of Educational Belonging. Theme I: Emotional Vocabulary and Relational Anchors of Belonging Girls conceptualized their sense of school belonging through the emotional vocabulary they used, the relationships that anchored their belonging, and how transitions and time contributed to their sense of being part of the school. The theme is structured around three subthemes: (1) Language and Emotion in Belonging, (2) Friendship and Academic Support, and (3) Transitioning into School Belonging. Subtheme A: Language and Emotion in Belonging Girls understood school belonging mainly with the Hindi word apnapan , which loosely translates to “a feeling like something is your own.” While talking about belonging in general, they also used the word “togetherness” or ek saath rehna in Hindi. Farhana from grade nine shares “to someone who doesn’t like me, I don’t feel togetherness, while I feel affectionate and can share a thought to someone who likes me.” Participants expressed how emotional connection defined their relationships at school. This response shows how feelings of affection, safety, and mutual respect shape belonging. It also draws a boundary between those who accept Farhana and those who do not, suggesting that belonging is conditional on interpersonal dynamics. Subtheme B: Friendship and Academic Support The role of peers and teachers in creating a caring and supportive environment was critical to girls’ definitions of school belonging. When I don’t feel I belong, then I don’t feel like studying.. .. And when do I feel I belong?. .. when someone helps me, asks me if I am understanding what’s happening in class, when someone cares. (Muskaan, Grade Seven) Girls tied their desire to study to the presence of emotional support suggesting the link between belonging with motivation and learning. When care and help are present, learning becomes a meaningful pursuit. These emotional cues act as motivators and affirm students' value. And as a result, of enhanced academic engagement both competence and confidence build. Because when we belong, we seek help from friends, and it helps us in our studies. When friends ask questions, we answer and that’s our practice. Then when teachers ask whether it comes, we start answering and slowly we tell and slowly our fear goes away. (Khushi, Grade Six) The reciprocal process of belonging encouraging academic help-seeking, which in turn enhances skill and participation, defined critical attributes for school sense of belonging. Subtheme C: Transitioning into School Belonging Several girls spoke of the transition from strangeness to belonging over time, particularly in the hostel environment. The shift was described not just as spatial, but emotional and social. When we come from home there is a togetherness and belonging there. We don’t feel togetherness in hostel because here we don’t have our parents with us. I live in the hostel. So, my parents don’t live with me. Then when we start staying in hostel, we develop togetherness here. (Janista, Grade Eight) Their detailed accounts underscored that belonging is not instantaneous. It evolves as girls become familiar with new environments and begin to forge connections that mimic familial bonds. For some, the very presence of many other girls in one space was unfamiliar. One girl noted, “So many girls were together at one place, it felt strange.” This discomfort reveals how new social configurations challenge prior experiences shaped by isolation or limited mobility. Participants emphasized how emotional safety develops over time, supported by routine and familiarity. The transition from exclusion to inclusion is not automatic but is learned and practiced. Whenever there is a new admission, or we go to some new school or any other place, when we go to see relatives and meet different people who we do not recognize, we feel uneasy and strange. Like when we came here in the new hostel it felt weird at first. We are bound to stay in the house, but here it was quite open, so it was very new for me. Teachers were also new, so I wouldn’t talk to them. (Saima, Grade Eight) Participant narratives illustrated that belonging is deeply affective and relational. It is felt through words, gestures, friendships, and mutual care (Fig. 1.3 ; the complete list is displayed in Fig. 1.4 ). It also shows that belonging is not static; it emerges over time, as girls navigate new environments and develop relationships that support their identities. Theme II: Aspirations, Freedom, and the Contours of Belonging Conceptualization of sense of belonging must be understood alongside other attributes associated with it. Aspirations and experiences of freedom emerged as aspects which were intimately connected to girls' sense of belonging in KGBV schools. The school setting, contrasted with the more restrictive environments of home and village, became a space where girls began to imagine possibilities for their futures, assert their independence, and develop a stronger sense of self. This theme is divided into three subthemes: (1) Freedom of Movement and Gendered Norms, (2) Aspirations as Emotional Anchors, and (3) Conditional Belonging and Family Dynamics. Subtheme A: Freedom of Movement and Gendered Norms Girls often related school belonging to aspects of mobility, aspirations, academic performance, resources, fights, and girls being together in decreasing order of code frequencies (Fig. 1.5 ). But one of the defining features of school belonging was the relative freedom it offered - freedom of movement, speech, and participation. I see ma’am that boys are sent to play outside, and girls are not sent. Boys are not asked where they are going and wherever the girls are going, they are always asked ‘Oye where are you going?’ Ma’am when we come to school, my villagers say, ‘Oh where are you going now? (Rukhsar, Grade Six) School settings disrupted dominant gendered norms of surveillance and restriction. In contrast to community settings, where the girls’ movement is questioned and policed, schools became a relatively liberated zone. This experience contributes to a stronger emotional connection to the school as a place where the girls feel less judged and more autonomous. Subtheme B: Aspirations as Emotional Anchors The freedom girls experienced at school was closely tied to their aspirations. Schools were not just about academic learning; they were the site where girls visualized an alternative future. If we don’t study, we will regret it later, we will get married, we will remain illiterate, we will never rise in the society, we will go on cutting grass. Education is everything. Some become doctors, some become something else. If we do not study, we will fail, the villagers will say that she does not know how to read, an illiterate girl does not even get married. (Arfina, Grade Seven) Schools were synonymous with opportunity, resistance to social stagnation, and protection from early marriage. Participants’ sense of belonging was driven by this vision of change. The desire to 'rise in society' was emotionally and socially tethered to their continued school participation. This highlights that belonging, for the girls, is not just about feeling safe or included - it is about being able to imagine and work toward an aspirational identity, often in defiance of broader structural constraints. Subtheme C: Conditional Belonging and Family Dynamics Many girls noted that their access to school and support for aspirations was often conditional - dependent on academic performance or aligned with family reputation. Researcher: Do you feel whatever we want to do or aspire to become in this society, we can do that? Girl: No ma’am.. . Some parents have poor thinking. The ones with poor thinking stay behind, the ones with good thinking go ahead. Some don’t even let their daughters go to school. (Zeenat, Grade Nine) These statements indicate that belonging to school was not only individually driven; it is shaped by whether one is supported within familial structures. The phrase 'poor thinking' underscores a perceived cultural gap between progressive and restrictive parental worldviews. Girls learned early that continued investment in their education was often precarious. This shaped how they internalized their value which was not simply as daughters, but as students who must prove their worth through achievement. Their reflections show that aspirations and freedom are not peripheral but are central to how belonging is experienced. At the same time, the fragility of this belonging is evident in the conditional nature of family support. The KGBV school becomes a space where these tensions play out, where girls are allowed to be more than what their communities expect, even if that permission is temporary or contested. Theme Three: Place Belonging and Spatial Transitions Girls shared their experience of emotional attachment to spaces - particularly the contrast between residential school settings and their homes. Place belonging is a psychological attachment that can be imagined or felt to a place (Isakjee, 2016 ). When a person belongs to a place, they feel safe and “at home,” where home is not necessarily a physical place but a space where one feels emotional attachment (Hedetoft & Hjort, 2002 ). This theme is divided into three subthemes: (1) Emotional Safety and Orientation Toward School, (2) Educational Aspiration, Gender, and Spatial Dissonance, and (3) Recognition, Competition, and Performative Belonging. Subtheme A: Emotional Safety and Orientation Toward School Girls described a strong emotional orientation toward their school. This articulation of discomfort at home and emotional ease at school revealed how residential school life has become a site of meaningful affective connection. The sense of emotional safety and stimulation tied to school life challenges traditional assumptions about the home as the primary space of belonging. Nicee from grade six shared, “Ma’am even when there is a two-day holiday in school and I leave school and go home, I feel strange. I don’t like it at home. It gets boring.” In contrast, girls often described home environments as restrictive, shaped by social norms and gendered expectations. When I am at home, the neighbors come and say that she has grown so much, still the girl goes to study, let her sit at home and let her work. My parents do not say anything, but my brother does not allow me to go out of the house. (Pooja, Grade Eight) Neighbors often assumed the role of discouraging the parents from sending their daughters to school because it was not the norm for grown-up women. The brothers participated in this policing due to socialization in a patriarchal environment. As a result, homes were embedded in wider community surveillance, where girls’ freedom and educational access are contested. Belonging to home spaces, for many, was conditional governed by gender norms and collective judgment. Moreover, relationship and attachment with space and place is fundamentally intertwined with identity. Girls highlighted crucial aspects of how they view spaces within and outside of school settings and their sense of attachment to these spaces. Subtheme B: Educational Aspiration, Gender, and Spatial Dissonance An analysis of codes by space revealed high pockets of belonging within school environments - especially tied to the hostel, friends, and teachers – coexisting with experiences of exclusion which were more common in contexts outside of school, such as homes and broader society (Fig. 1.6 ). This was reinforced by code clustering (Fig. 1.7 ). Reflecting the competing realities within and outside the school settings, a participant reflected on how her aspiration to take competitive exams was received differently than her brother’s: It is always easy for boys. So, my elder brother wants to pursue BA (Bachelor of Arts), and around three to four days ago, my father was making him fill the forms. While they were on it, my father kept on pushing him to do well. But when I said that I wanted to fill out the form, my father said, ‘First, think if you can do it, else my 500 rupees will go waste.’ Then I realized that when my brother had to fill forms, he was never questioned, no matter how many forms he filled. But when I did, I saw how everyone was quick to question me and my capabilities just because I am a girl, without giving me the opportunity. This is when I realized that girls do not have as much place in society as boys do. Why do people always question girls, their dreams, and abilities? (Sanjeeda, Grade Eight) This account brought the educational experience outside of school and placed belonging in the context of family and in the larger context of society. This quote represented how notions of gender, patriarchy, and access to financial resources seeped into girls’ educational experiences and exposed the gendered conditionality of educational investment. These experiences were intertwined with gender discrimination highlighting the duality of parental behavior for their daughters and sons as well as revealing the intersectional nature of belonging. Finally, it is indicative of a high place of belonging that is located inside of school settings and a challenged or low sense of belonging outside of school. The spatial attachment to school is closely tied to girls’ identity development, but this belonging becomes strained when challenged by the values of their home. However, another participant offered a different familial experience: Some parents consider girls as a burden whereas others consider girls as an asset just like my father. We are five sisters and one brother, but never ever did he differentiate amongst any of us. He never thinks about the disproportionate number of girls and boys and loves us all equally. Some parents treat everyone as equals, and some don’t. (Muskaan, Grade Eight) Contrasting with the previous perspective, it seemed that some homes could foster equitable belonging. However, the distinction Sanjeeda later drew added nuance: She has misunderstood. She is telling whether we are loved or not. Even we are loved by our parents like she does but our place in society and family is not as much as boys. She thought that Sanjeeda is loved less, but that is not the case. I realized that a boy was allowed to fill the form so easily whereas my capability was questioned. It wasn’t that they did not love me. (Sanjeeda, Grade Eight) This clarification distinguishes between love and value – while familial affection was recognized but equal trust in girls’ academic capability was not. Parents, who are the most important decision-making actors in the lives of adolescent girls, love them but differ in their provision of equal opportunities and trust in their abilities. This is an interesting example of high and low sense of belonging coexisting: on one side is love by the father for her daughter, but on the other side are the contested notions about her abilities leading to questioning of her aspirations. This contradiction demonstrates the coexistence of emotional attachment and restricted opportunity, producing a fractured experience of belonging. Subtheme C: Recognition, Competition, and Performative Belonging The analysis surfaced subtle competition among girls, shaped by how their fathers were perceived. Assertions such as "my father treats me equally" or “my father doesn’t question me” became a symbolic resource for establishing status and pride. Girls conflated the experiences around gender with their family’s reputation, which translated into a sense of competition between them to show whose father was better and more evolved than the other. This competitive discourse highlighted how belonging - particularly within family and societal settings - is not only gendered but could also be performative. Place belonging is experienced through emotional orientation, gendered opportunity, and contested identities. Schools were often the site of high belonging, not simply because of physical presence, but because they offered girls recognition, connection, and space to dream. Homes, while not devoid of affection, often represented constrained futures. This tension between feeling loved and being trusted emerged as a critical dimension of how girls negotiate their sense of place and identity. Theme Four: Structural Margins and the Politics of Educational Belonging Politics of belonging is centered around questions of us and them and is defined as a set of potentially exclusionary political discourses that seek to shape the notions of who does belong - and crucially who does not (Isakjee, 2016 ). It is not only about whether one feels they belong, but about how institutions, communities, and cultural norms define the boundaries of belonging through gender, caste, class, and other axes of marginalization. For many girls in KGBV schools, their experiences of educational belonging were shaped by these layered and often invisible lines of exclusion which they internalized, resisted, and navigated in complex ways. This theme is divided into three subthemes: (1) The Hierarchies of Inclusion: Gender, Class, and Caste in Educational Spaces, (2) Material Marginalization and the Invisibility of the Poor, and (3) Intersections of Caste, Religion, and Structural Dispossession. Subtheme A. The Hierarchies of Inclusion: Gender, Class, and Caste in Educational Spaces For many girls, school was a site where their social identity was negotiated and often contested. While some girls found a sense of belonging inside the school, others internalized a deep sense of otherness in relation to dominant norms around wealth, caste, and gender. A participant’s response reveals the rawness of this perceived exclusion: Researcher: Suppose I go to a school where there are rich people, there are boys, there are people who might be fairer than us or from other castes, can I feel strange because of these aspects? How would you feel in such situations? Girl: I feel either they will chase me away from the classroom or ask me to sit on the floor. (Rimsa, Grade Nine) Here the response when the girl is surrounded by people who are different from her (more privileged) in an educational setting is a hard-hitting instance of un-belonging. Girls felt they had been otherized by the society based on the boundaries of gender, class, caste, and skin color in a way that denies them an equal place in an educational setting and produce feelings of anticipatory exclusion. They do not need to have directly experienced this to internalize its plausibility - it reflects a normalized social order where bodies like theirs are seen as less deserving of presence and participation. This mirrors Sanjeeda’s earlier story of being discouraged from applying for an exam because the financial risk of investing in a girl was deemed too high, even though her brother received unquestioned support. Both girls illustrate how belonging is rationed—distributed unequally according to a politics that privileges boys. Subtheme B: Material Marginalization and the Invisibility of the Poor Poverty featured prominently in how girls understood their position in society - and by extension, their entitlement to educational belonging. Many girls felt their poverty rendered them invisible, undeserving, or burdensome - equate poverty to existential insignificance. No one understands you if you are a poor man, meaning there is no importance in society; they only understand the rich and give them importance; no one even sees the poor. The one who has money, they get all the things. (Anu, Grade Seven) Like if a poor girl befriends a rich girl, then people say to the rich girl—why are you befriending a poor girl? These people will take advantage of you. (Safrana, Grade Six) Participants demonstrated how class shapes belonging not just institutionally, but socially - affecting how girls form friendships, interpret their self-worth, and perceive how others perceive them. Belonging, for them, is never neutral; it is always filtered through the lens of social value, which in turn is dictated by economic standing Additionally, girls are actively socialized into the politics of class from a young age. Given that poverty permeates into relationships, friendships as early as sixth grade are dictated by who is poor and who is not and whether “certain” friendships are socially sanctioned. The girls recognize that their relationships are policed through these norms - friendships, a fundamental source of belonging, are subject to class-based surveillance and moral judgment. Subtheme C: Intersections of Caste, Religion, and Structural Dispossession The intersection of caste and religion adds another layer of exclusion. In one of the accounts, caste-based discrimination is compounded by poverty and asset deprivation, illustrating the historical and structural nature of social exclusion. [In society] No one talks to the person who is a lower caste. People say that he is a ‘Miyan’ [attributed to a low caste person], what will you talk to him? He is too poor to talk to. They don’t have agricultural lands also so that is why they are mostly poor, that is why there is discrimination based on caste. (Mohsina, Grade Nine) This comment reflects a social logic in which caste becomes shorthand for worth, and caste-based exclusion is not only cultural but economic. The use of “they don’t have agricultural lands” draws attention to landlessness as a marker of caste subjugation - a structural condition that precludes both material stability and social inclusion. On the other hand, reference to “Miyan” - a term that may be used pejoratively to mark both religious and caste difference - demonstrates how caste, class, and religion can intersect to render people multiply excluded. These intersectional identities are not just markers of background; they actively shape how belonging is imagined, challenged, and withheld in girls' everyday lives. Discussion This study explored how adolescent girls in residential government schools in India experience belonging in relation to aspirations, place, and identity on two main dimensions. First were the attributes and aspects of sense of belonging to school, and second was the effect of the structural determinants of gender inequality on the notions of their school sense of belonging. Typically, girls described the presence or lack of belonging to school using words like togetherness, friends, help and care, transition, feeling like part of a group, liking, feeling strange, lonely, and scared. High belonging was deeply associated with strong kinship with peers, as is noted in literature (Gowing, 2019 ) and influenced the girls’ interest in academics, which in turn enhanced their school belonging (Libbey, 2004 ; Willms, 2000 ). But even though girls had strong friendships, they primarily viewed schools as sites that can help them realize their aspirations (Eccles & Roeser, 2011 ), where academic success and imagined futures provided emotional anchors to their sense of belonging. School spaces provided more mobility and freedom, which were compromised outside of school. Girls also felt that parental investment, interfering neighbors and siblings, and lack of resources challenged their school belonging. Previous literature has highlighted similar associations among adolescents in other cultural contexts (Hautala et al., 2022 ; XXX). As a result, girls showed more affinity and connectedness toward school settings due to the freedom, agency, and support they offered while acknowledging that their families loved them but doubted their abilities. These pockets of high belonging inside of school existed simultaneously with low sense of belonging outside of school settings. Drawing on Antonsich’s ( 2010 ) analytical framework, which distinguishes five dimensions of belonging - autobiographical, relational, cultural, economic, and legal - this discussion makes two central arguments. First, understanding belonging requires an interplay between the personal and political: focusing solely on personal feelings risks rendering belonging as individualist and decontextualized, while focusing only on social structures risks essentializing it as discursively imposed. Second, this study underscores that belonging is inherently intersectional - shaped simultaneously by gender, caste, class, religion, and age. Reframing Belonging: Personal Meaning, Social Structure, and Institutional Power While Antonsich ( 2010 ) offers a powerful framework to explore how belonging is formed and disrupted, psychological literature has emphasized belonging as a basic human need need (Baumeister & Leary, 1995 ), often focusing on autobiographical and relational dimensions (Malone et al., 2012 ; Hagerty & Patusky, 1995 ). In doing so, it has been less attentive to the economic and legal contexts that fundamentally shape marginalized individuals’ sense of inclusion. This section draws these frameworks together to show that belonging for girls in residential schools is not only emotional or interpersonal - it is shaped by access, power, and recognition across structural domains (Table 1.3 ). Table 1.3 Mapping Antonsich’s and Psychological Dimensions of Belonging Dimension Definition ( Antonsich, 2010 ) Psychological Lens How it Emerged in This Study Illustrative Quote Autobiographical Personal history and identity narratives Belonging as tied to identity, continuity, and memory; emotional safety as core to self-definition Girls' emotional memory tied to school; transitioning from fear to safety “Even when there is a two-day holiday... I feel strange. I don’t like it at home.” – Nicee, Grade Six Relational Social bonds and emotional connections Belonging fulfilled through supportive relationships and interpersonal affirmation Supportive friendships, teacher relationships enhancing belonging “When someone helps me, asks me if I am understanding... that’s when I feel I belong.” – Muskaan, Grade Seven Cultural Shared language, traditions, identity visibility Cultural mismatch and identity threat shape belonging Cultural comfort in all-girls spaces; anxiety in elite/mixed spaces due to caste, skin tone, class “I feel either they will chase me away from the classroom or ask me to sit on the floor.” – Rimsa, Grade Nine Economic Material access, poverty, symbolic value of financial investment Emerging literature links economic precarity to self-worth and social invisibility Poverty as a condition of invisibility and undervaluation, both socially and within institutions “No one understands you if you are a poor man... there is no importance in society; they only understand the rich and give them importance.” – Anu, Grade Seven Legal/Institutional Institutional recognition, rights, and systemic support Belonging shaped by perceived fairness, support, and trust in institutions Access to school, forms, exams shaped girls’ belief in institutional inclusion or marginality “When I said that I wanted to fill out the form, my father said, ‘First, think if you can do it, else my 500 rupees will go waste.’” – Sanjeeda, Grade Eight Autobiographical Belonging and Self-Continuity. Girls’ autobiographical narratives revealed a rich emotional memory of safety and identity formation tied to school. These internalized histories of “feeling at home” or “not fitting in” reflect how belonging is anchored in individual memory and shaped by personal development. From a psychological standpoint, these stories resonate with theories of self-continuity and meaning making where girls began to see themselves differently through their interactions with school, particularly when they contrasted it with the restrictions of home (Hagerty & Patusky, 1995 ). However, these autobiographical constructions were not freely chosen - they were formed in response to environments where gender roles, mobility, and self-expression were policed. Thus, autobiographical belonging reflects a personal lens on belonging while being shaped by social and spatial power. This aligns with Vaccaro and Newman’s ( 2016 ) finding that minoritized students often frame belonging through resistance and adaptation, rather than the security taken for granted in more privileged contexts. Relational Belonging and Emotional Safety. Relational belonging was anchored in friendships, peer support, and teacher relationships and was the most immediate source of psychological safety and motivation for the girls. Many articulated how being cared for, checked on, or included enhanced not only their feelings of belonging but also their willingness to participate academically. This speaks to established psychological research linking belonging with self-efficacy and motivation (e.g., Goodenow & Grady, 1993 ; Malone et al., 2012 ), and highlights that even in resource-constrained environments, relational dynamics have powerful emotional consequences. Yet, relational belonging was not always uniformly positive. Girls experienced peer competition, especially around familial support and status, revealing that emotional ties are shaped by broader hierarchies of class, caste, and perceptions of modernity. The psychological experience of belonging, therefore, is always mediated through one’s positionality within a group. Cultural Belonging and Identity Threat. Cultural belonging includes shared language, rituals, and the psychological threat that arises when one’s identity markers are perceived as deviant or inferior. It emerged as both a source of comfort and a site of anxiety. In all-girls school settings, girls often felt at ease, surrounded by others with shared languages and experiences. However, imagined or real exposure to “mixed” or elite educational spaces - where wealth, skin tone, and caste became salient - triggered what psychological literature might term identity threat or anticipated exclusion ( Steele, 1997 ; Walton & Cohen, 2007 ; Thompson et al., 2020 ). Economic Belonging and Conditional Worth. Economic belonging, as captured in the girls’ reflections, was not just about material deprivation but was about how poverty shaped their perceived worthiness of belonging. From Sanjeeda’s experience of being questioned over a 500-rupee form fee to girls expressing how poverty made them “invisible,” economic status directly impacted their emotional standing in both family and society. While sociological research has long tied belonging to economic precarity (Reay, 2004 ), psychology has only recently begun to examine how poverty influences perceptions of self-worth and social integration (Destin, 2017 ; Kraus et al., 2012 ). Legal Belonging and Institutional Recognition. Though less often named explicitly in the girls’ language, the legal dimension of belonging was visible in their differential access to school resources, exam forms, teacher support, and public programs. Their accounts reflected a micro-politics of eligibility: being allowed to stay in school, being taken seriously by adults, or having forms filled without resistance - all markers of legal or institutional recognition. This kind of systemic recognition is crucial for reinforcing a secure sense of belonging. Without it, girls still feel emotionally connected to school or teachers but struggle with an enduring sense of instability or impermanence in their educational journey. This echoes emerging work in community and liberation psychology that calls for broader understandings of inclusion beyond interpersonal dynamics (Prilleltensky, 2008 ). Belonging as an Intersectional Experience A second central argument of this study is that belonging is inherently intersectional and is not shaped by a single identity marker but through the simultaneous interplay of gender, caste, class, religion, and age. Girls’ experiences of school belonging were not uniform; rather, they were deeply patterned by their position within overlapping systems of structural marginalization and cultural meaning. In the context of this study, the concept helps explain why some girls felt a deeper sense of educational dislocation or exclusion despite being in the same institutional setting. In discussions around the politics of belonging, intersectionality around gender, class, caste, and religion emerged clearly in the girls’ lived narratives and perceptions. Rimsa, Anu, Safrana, and Mohsina offered poignant reflections that connected personal emotion with broader histories of discrimination. These girls did not only report feeling excluded - they anticipated exclusion and accepted it as a normalized part of their social location. For example, in a hypothetical educational setting marked by wealth, fairness of skin, or upper-caste presence, Rimsa expressed that she would likely be “chased away” or “made to sit on the floor.” Her comment illustrates what Ahmed ( 2012 ) and Collins ( 2015 ) call the interiorization of exclusion—when one absorbs one’s place in the social order so deeply that it becomes instinctively self-limiting. Rimsa's gendered, caste-marked, and class-based identity did not merely influence how others treated her; it shaped how she expected to be treated, which in turn shaped how she located herself in the social world. Similarly, Mohsina’s account linked caste discrimination with poverty and landlessness, revealing how material exclusion (economic) and symbolic exclusion (caste) co-construct each other. Safrana and Anu described how poverty not only impacted access to resources but seeped into social relationships, determining who was allowed to form friendships and who was deemed worthy of trust. The structural exclusion is not just external but is socially reproduced through everyday interaction and internalized evaluation. Girls’ sense of belonging to school was not a simple reflection of access to classrooms, it was mediated through the ways they read their position relative to dominant norms of who “deserves” to belong. Some girls, like Sanjeeda, challenged this dynamic by articulating the contradictions between being loved by family and being denied educational investment. Others, like Muskaan, interpreted similar dynamics differently suggesting that belonging is also shaped by how girls interpret, resist, or reconcile their experiences of structural inequality. Intersectionality was not a background context for girls in this study but was the condition through which school belonging was made possible, challenged, or withdrawn. The findings support previous research on belonging among marginalized groups (Yuval-Davis, 2006 ; Vaccaro & Newman, 2016 ), while adding the perspective of adolescent girls in rural India whose lives are shaped by some of the most enduring axes of exclusion globally. Conclusion This study brings into sharp focus the multidimensional and intersectional nature of school belonging for adolescent girls in rural India. Drawing on Antonsich’s ( 2010 ) framework alongside psychological literature, it argues that belonging must be understood as both an affective experience and a socio-political condition and never purely personal nor exclusively structural. For the girls attending KGBV schools, belonging was shaped through autobiographical memories, relational safety, cultural affinity, and critically, through economic precarity and legal-institutional recognition. Psychological theories have illuminated much about the emotional and interpersonal facets of belonging, yet this paper demonstrates that economic and legal dimensions remain understudied, particularly for structurally marginalized populations. Through the voices of girls who navigate intersections of caste, class, gender, religion, and rurality, this study emphasizes that belonging is inherently intersectional. Their experiences, such as internalization of exclusion in elite educational imaginaries or economic devaluation in the family cannot be meaningfully understood through a single-axis framework. Intersectionality becomes a lived condition, emergent from historical injustices and daily negotiations of space, value, and voice opposed to an abstract theoretical idea. This makes a case for applying intersectionality not as a universalizing concept, but as an empirically grounded, locally situated lens, attentive to historical, social, and cultural specificities. As scholars like Bond ( 2003 ) and Menon ( 2019 ) caution, the global circulation of frameworks such as intersectionality must be done critically, resisting the temptation to flatten diverse contexts into a one-size-fits-all application. This paper contributes to that effort by foregrounding the situated knowledge of girls from KGBV schools in a way that speaks back to dominant theories and expands our collective understanding of school belonging. Despite the global attention to gender equity in education, belonging remains under-theorized and poorly integrated into policy and intervention frameworks, particularly in the Global South. Existing evidence on school belonging is overwhelmingly derived from Western populations (Arnett, 2008 ; Jones et al., 2019 ), limiting the relevance of these findings for adolescents navigating structural inequities such as early marriage, caste-based discrimination, and rural poverty. Similarly, self-report instruments validated in Western, Educated, Industrialized, Rich, Democratic societies often fail to capture culturally contingent expressions of belonging in diverse contexts (XXX; Laajaj & Macours, 2019 ). This study extends the conversation by documenting how KGBV girls experience belonging in both empowering and constrained ways. While all-girls schools like KGBVs may foster higher levels of peer support and safety (Brutsaert & Van Houtte, 2002 ), they remain nested within communities and policy systems that often devalue girls’ aspirations. Belonging, in this sense, is contingent, negotiated, and always situated in broader relations of power. I argue for a more expansive, culturally relevant, and politically attuned approach to studying and strengthening school belonging. It is not sufficient to invest in girls’ education through financial incentives or enrollment drives. Unless the broader social fabric, including family, community, and institutional systems, is actively reshaped to affirm girls’ presence and potential, efforts at inclusion will fall short. Future research, funding, and policy must prioritize belonging as a central mechanism of educational justice and equity beyond just a peripheral or emotional add-on. Declarations Ethics Approval All research was approved by the University of Illinois Urbana Champaign Institutional Review Board (Ethical approval number: 20143; approval data: December 19, 2019) and the study conforms to recognized standards. Informed Consent All persons gave their informed consent prior to their inclusion in the study. The school warden serves as the designated legal guardian by the government for the KGBV schools therefore, written informed consent was obtained by the warden of the school. Then three students from each grade volunteered to participate in the focus group discussion. The purpose of the discussion was described, and assent form was signed by the students. They were told that their anonymity will be assured, that the data will be used to analyze and publish findings without revealing their identities, and that there were no risks in participating. Students can elect to not participate and/or skip any question or quit the study at any time with no repercussions. The researcher also sought permission to audio record the discussion (for note taking purposes) making sure, no body’s identity is disclosed. Funding Declaration The author received no specific funding for this work. References Ahmed, S. (2012). On being included: Racism and diversity in institutional life . 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Organization For Economic Co-Operation and Development. https://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/33689437.pdf Vaccaro, A., & Newman, B. M. (2016). Development of a sense of belonging for privileged and minoritized students: An emergent model. Journal of College Student Development, 57 (8), 925–942. https://doi.org/10.1353/csd.2016.0091 Velez, G., & Spencer, M. B. (2018). Phenomenology and intersectionality: Using PVEST as a frame for adolescent identity formation amid intersecting ecological systems of inequality: Phenomenology and intersectionality: Using PVEST. New Directions for Child and Adolescent Development , 2018 (161), 75–90. https://doi.org/10.1002/cad.20247 Yokying, P. (2022). Why India must make gender equity a top priority. Asia & the Pacific Policy Society. https://www.policyforum.net/why-india-must-make-gender-equity-a-top-priority/ Yuval-Davis, N. (2006). Belonging and the politics of belonging. Patterns of Prejudice , 40 (3), 197–214. Additional Declarations No competing interests reported. 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18:21:58","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":537714,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFigure 1.1 \u003c/strong\u003eHorizontal Retrieval of Codes Across School Sites\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7023752/v1/528b59f296f835a99338a815.png"},{"id":91465446,"identity":"78833c91-55f1-44b4-9038-225e917fc3ac","added_by":"auto","created_at":"2025-09-16 18:37:58","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":213419,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFigure 1.2 \u003c/strong\u003e\u003cem\u003eCode Matrix Browser Displaying Themes Associated with School Sense of Belonging\u003c/em\u003e\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7023752/v1/8a24634a9bce422e01992d46.png"},{"id":91464532,"identity":"833cc2ad-2678-4462-a243-c3a45717a596","added_by":"auto","created_at":"2025-09-16 18:21:58","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":139973,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFigure 1.3 \u003c/strong\u003e\u003cem\u003eWords Used by the Girls to Define/Describe Belonging to School\u003c/em\u003e\u003c/p\u003e","description":"","filename":"floatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-7023752/v1/14fc4c14471c5ef9b9fa9840.png"},{"id":91464535,"identity":"4f79a117-7c77-4d22-ad1f-1c575de2beb4","added_by":"auto","created_at":"2025-09-16 18:21:58","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":220039,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFigure 1.4 \u003c/strong\u003e\u003cem\u003eCode Matrix Browser Displaying Attributes Linked to School Sense of Belonging\u003c/em\u003e\u003c/p\u003e","description":"","filename":"floatimage4.png","url":"https://assets-eu.researchsquare.com/files/rs-7023752/v1/49f9aff2d6341573d74d8d32.png"},{"id":91465107,"identity":"8a4edb52-8286-4280-a9bf-1199ba10b043","added_by":"auto","created_at":"2025-09-16 18:29:58","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":154140,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFigure 1.5 \u003c/strong\u003e\u003cem\u003eRelated Themes to School Sense of Belonging\u003c/em\u003e\u003c/p\u003e","description":"","filename":"floatimage5.png","url":"https://assets-eu.researchsquare.com/files/rs-7023752/v1/47ca29f68993a95704c48dce.png"},{"id":91464534,"identity":"f87f6f89-8d8b-4185-9bf1-e3082b812348","added_by":"auto","created_at":"2025-09-16 18:21:58","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":74506,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFigure 1.6 \u003c/strong\u003e\u003cem\u003eSchool Belonging Within and Outside of School\u003c/em\u003e\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-7023752/v1/f8e528a715e434f572b5713d.png"},{"id":91464542,"identity":"692a3948-f11b-4b93-b959-4802d2e95588","added_by":"auto","created_at":"2025-09-16 18:21:58","extension":"png","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":275249,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFigure 1.7 \u003c/strong\u003e\u003cem\u003eCoding Mapping Showing Two Clusters of Primary Level Codes\u003c/em\u003e\u003c/p\u003e","description":"","filename":"floatimage7.png","url":"https://assets-eu.researchsquare.com/files/rs-7023752/v1/fb247323fe1970753cde162c.png"},{"id":91467151,"identity":"3b15731b-4f4f-456e-80c8-b86e637b435d","added_by":"auto","created_at":"2025-09-16 18:53:59","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2812478,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7023752/v1/603ed068-650f-4744-ae64-34dabfdf8714.pdf"},{"id":91465447,"identity":"09a880ae-056f-4890-afe5-1016b045b592","added_by":"auto","created_at":"2025-09-16 18:37:58","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":460683,"visible":true,"origin":"","legend":"","description":"","filename":"SupplementalMaterialsAnalyticalPlan.docx","url":"https://assets-eu.researchsquare.com/files/rs-7023752/v1/8ab4dac6bc64cb6fe6866c8a.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Belonging at the Margins: An Intersectional Analysis of Girls’ Educational Experiences in Rural India","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn 2022, the United Nations General Assembly projected that achieving global gender equality as part of Sustainable Development Goal Five could take another 300 years (Azcona et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). While gender empowerment efforts - both globally and nationally - have increased, including India’s \u003cspan\u003e$\u003c/span\u003e27\u0026nbsp;billion Gender Budget (Yokying, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), the outcomes have remained disproportionately elusive for historically marginalized adolescent girls (UNICEF, 2019; Sahni, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe contradiction between policy ambitions and the everyday realities of adolescent girls raises a fundamental question: \u003cem\u003eWhat does it mean for girls to belong in school?\u003c/em\u003e In other words, beyond questions of enrollment and retention, how do girls themselves make sense of inclusion, value, and place in educational settings? To answer this, this study attempts a qualitative investigation of the question, \u003cem\u003eWhat does sense of belonging to school mean to historically underrepresented adolescent girls in rural India?\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eSense of Belonging to School\u003c/b\u003e\u003c/p\u003e\u003cp\u003eReferred to a sense of relatedness and connection to a social group or system in which a person feels they are a valued or important member (Hagerty et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e1992\u003c/span\u003e; Hill, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2006\u003c/span\u003e), sense of belonging has historically been interpreted as a fundamental, universal need (Baumeister \u0026amp; Leary, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1995\u003c/span\u003e; Brown, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Maslow, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e1943\u003c/span\u003e). It has been shown to affect a person’s well-being (Shochet et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), self-efficacy (Uwah et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), academic performance (Maurizi et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), and engagement in educational settings (Neel \u0026amp; Fuligni, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Additionally, school belonging has been studied as a strategic resource to shape adolescent identity (Giardiello, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIt is known that sense of belonging makes crucial differences to educational outcomes and is shaped by both the individual and the context (Hagerty et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e1992\u003c/span\u003e), but this has not been reflected in the scholarship around it. Psychological research has operationalized belonging primarily from a personality and individual differences research perspective. It frames the tendency to experience a sense of belonging (or lack thereof) as a trait or a fundamental mode of relating (e.g., Hagerty \u0026amp; Patusky, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e1995\u003c/span\u003e; Malone et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). However, there have been few studies that have captured context-sensitive experiences and information in marginalized populations. One study found vast differences in the ways students from privileged and minoritized social identity groups defined school belonging (Vaccaro \u0026amp; Newman, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). On the other hand, sociological studies have shed light on the politics of belonging as governed by socially and culturally mediated emotional processes. Politics of belonging are the processes that dictate aspects around inclusion and exclusion of a person (Antonsich, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Yuval-Davis, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). In summary, this study examines sense of belonging to school among girls who face extreme poverty and gender discrimination. In doing so, I rely on theories from psychological and sociological disciplines and account for structural factors that contribute to such inequalities.\u003c/p\u003e\u003cp\u003e\u003cb\u003eIntersectionality\u003c/b\u003e\u003c/p\u003e\u003cp\u003eIn addition to drawing from psychological and sociological literature, this work is grounded in the view that to truly understand sense of belonging to school among marginalized populations, such as that of historically underrepresented adolescent girls in educational settings, it is essential to account for structural determinants of gender inequality (George et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and, in doing so, an intersectional approach to belonging to school is imperative.\u003c/p\u003e\u003cp\u003e“Intersectionality” has been conceptualized as the experience of subordination across multiple and simultaneous categories in such a way that is “greater than the sum of racism and sexism” (Crenshaw, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e1989\u003c/span\u003e), but this definition has been extended to other forms of social identities that lead to oppression (Velez \u0026amp; Spencer, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). It has been broadly defined as a process through which identities take on meaning depending on context (Choo \u0026amp; Ferree, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) and focusing solely on one identity obscures the significance of other meaningful identities (Bowleg, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Even though intersectionality has allowed examination of multiple minority identities, it has been critiqued for focusing on static individual factors and overlooking dynamic and structural factors (Ferree, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). But a bigger epistemological critique of intersectionality lies in relying on theoretical frameworks developed in the Global North to study the Global South. It rightly argues that women’s identities were never examined through a “single axis framework” in the Global South by citing twenty-first-century scholar Ram Manohar Lohia’s work who linked caste, class, gender, and the politics of language in his approach (Kumar, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Menon, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). In fact, the origins of the engagement with multiple identities can be traced back to the legacy of anti-imperialist struggles and women’s movements in the Global South (Menon, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFor the purposes of this study, I view intersectionality as an instrument to examine the conceptualization of sense of belonging to school and engage with the themes of gender, caste, and class as they occur organically in the statements of the girls. Understanding that social inequality is complex, I draw on social identities of my participants to understand socially constructed dimensions of difference that they experience. In doing so, I rely on intersectionality’s core tenet of complexity, which does not seek to organize the world into binaries (Misra et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Overall, I tend to align with maintaining awareness and alignment with a more fluid and conjunctural nature of intersectionality (Menon, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cb\u003eKGBV Schools in India\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe Indian government established KGBV schools in 2004 with the vision of providing access to quality education to girls belonging to underprivileged communities (i.e., from India’s lowest castes, namely Scheduled Castes, Scheduled Tribes, Other Backward Class, tribal groups, and low socioeconomic status). Educationally Backward Blocks were identified throughout the country as areas with literacy levels below and male-female literacy gaps above the national average. There are 3,609 residential KGBVs in India where, along with education, girls are provided clothing, food, and school materials (NITI Aayog, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn the northern Indian state of Haryana, the Mewat district, with a female literacy rate of 36% (Government of India, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), has five KGBVs from grades six to ten located predominantly in remote areas. XXX (2020\u003cem\u003e)\u003c/em\u003e found that more than 50% of the girls’ mothers in this community did not work outside the homes, and fathers were typically daily wage workers, vehicle drivers, or small shop owners. The average family size was 12 members, and 70% of the participants were first-generation learners. Besides belonging to minority caste groups, the girls also report Muslim affiliations and tend to operate under strict gender rules and patriarchy (Roy, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn addition, the experiences and learning of girls in KGBVs remain underrepresented in national data and educational research within India (XXX). For instance, national learning assessments conducted in schools are estimated to omit at least 26% of school-age children across rural India (Goodnight \u0026amp; Bobde, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The missing children are among the most deprived, in part, because special schools like KGBVs are not included in official lists for national testing.\u003c/p\u003e\u003cp\u003eFor this study, I operationalized the main research question in two sub-questions:\u003c/p\u003e\u003cp\u003e\u003cem\u003e1a: What are attributes and aspects of sense of belonging to school among historically underrepresented adolescent girls in rural India?\u003c/em\u003e This question explored the meaning-making process around sense of belonging for the girls and involved both ways in which they define and understand belonging, examples, and incidents from their daily lives that speak to their feelings of belonging in relation to educational experiences and other dimensions or constructs that they associate with belonging.\u003c/p\u003e\u003cp\u003e\u003cem\u003e1b: How is the notion of sense of belonging to school affected by structural determinants of gender inequality?\u003c/em\u003e This question sought to understand how forces of gender, caste, and class, as they emerged from the data, influenced feelings of belonging to school among the KGBV girls. In looking at the structural factors of gender inequality, I draw on principles of intersectionality.\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003e\u003cstrong\u003eParticipants and Procedure\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants were 60 adolescent girls from grades six to nine with an age range of eight to 19 years (\u003cem\u003eM =\u003c/em\u003e 13). The mean age for grade six girls was 12 years, grade seven girls was 12 years, grade eight girls was 13 years, and grade nine girls was 14 years. They all attended KGBV schools in the Mewat district of Haryana, a state north of India. There are five KGBVs in each of the blocks Nuh, Nagina, Tauru, Punhana, and Ferozpur Jhirka, and I conducted five focus group discussions in each of the schools with the girls represented equally across the grades (Appendix A).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo explore the range of feelings and experiences among the girls about sense of belonging to school, I collected qualitative data through five focus groups. I chose focus groups because the girls were shy and did not speak much if left alone to talk individually. Aligning with recommendations from Krueger and Casey (2009), I used focus group for them to open up and share their views about the complex dimensions of belonging.\u003c/p\u003e\n\u003cp\u003eAs a researcher with experience working with KGBV students since 2016 and regular visits to Mewat since 2018, I had established rapport with the girls, which helped foster a sense of safety during focus groups. Each session began with a 10-minute contextual icebreaker and I emphasized that there were no right or wrong answers. Focus groups, each comprising 12 girls, were conducted during school hours at participating KGBVs. At the start, participants were informed of the study’s purpose, reminded of their right to withdraw at any time, and invited to ask questions. Given the logistical challenges of reaching parents in remote villages, and with the school warden serving as the designated legal guardian, parental consent was waived and girls under 18 provided independent assent.\u003c/p\u003e\n\u003cp\u003eFocus groups lasted from 1.5 hours to 2 hours with short breaks in between. A semi-structured protocol was employed, informed by both literature and previous work experience with KGBV girls, and shared for feedback with other researchers before being administered. To capture participants’ experiences of intersectionality from the lens of gender, class, religion, and caste, recommendations by Bowleg et al. (2008) for qualitative research were incorporated into the study protocols. I specifically included questions intended to uncover the day-to-day experiences and personal meaning of minority sense of belonging to school in light of the participants’ interdependent social identities (Craig et al., 2017). Open-ended questions guided focus groups, some of which are: (a) When do you think/feel you belong? Can you share some examples? (b) Do you feel you belong in your school? In your home? In the society? (Appendix B)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePositionality\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eI grew up as a woman in North India, about 300 miles from my research site, in a society shaped by patriarchy. I speak the same language (albeit a different dialect) and have worked in rural schools - including as a teacher and a nonprofit program lead in KGBVs - experiences that helped me build trust and engage with empathy. Over the past five years, I have worked closely with the KGBV community in Mewat.\u003c/p\u003e\n\u003cp\u003eAt the same time, I recognize my caste and class privilege. Unlike the girls I worked with, I did not face the same level of systemic barriers to education. This dual positioning - both insider and outsider - shaped how I approached the research. I draw on Delamont’s (2016) framing of occupying both positions to reflect critically and conduct research that is kind and fair. My sensitivity informed the design and facilitation of focus groups. I avoided probing further on caste when I sensed discomfort or the risk of retraumatization, especially given the lack of support structures in schools. Similarly, I refrained from pushing on religious questions, being mindful of a recent communal conflict in the district. These choices reflect an ethical commitment to care and contextual responsiveness in the research process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAnalytic Plan\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll focus groups were conducted in Hindi and were digitally recorded by me. They were first transcribed into Hindi and then translated into English. I then double-checked the obtained transcript against the original recording in Hindi to ensure that the English version captures the Hindi recording in its entirety. In this round, I also added periods of silence when the girls were quiet in response to a discussion prompt for a considerable time. I followed Boor et al.’s (2001) guidelines for transcription. All recorded speech was transcribed verbatim, including hesitations, repetitions, and pauses, to reflect natural speech patterns.\u003c/p\u003e\n\u003cp\u003eI organized my data analysis approach around my two research sub-questions. In understanding question 1a (\u003cem\u003eWhat are the attributes and aspects of sense of belonging to school for historically underrepresented adolescent girls in rural India?)\u003c/em\u003e, I decided to look and code for words, sentences, and phrases that signal what school sense of belonging means for the girls, what the words are they use to describe it, and what aspects they associate school sense of belonging. Here an attribute is an inherent quality that describes sense of belonging, while an aspect is a particular angle or component through which it can be examined or understood. For question1b (\u003cem\u003eHow is the notion of sense of belonging to school affected by structural determinants of gender inequality?\u003c/em\u003e), I decided to look and code for the spaces where they experience or do not experience sense of belonging and factors that seem to affect sense of belonging to school. In doing so, I used a combination of both participants themselves, seeing their experiences as affecting their school sense of belonging, as well as my own interpretation during the process of coding.\u003c/p\u003e\n\u003cp\u003eMy analysis followed the phronetic iterative approach (Tracy, 2019), which involves moving back and forth between emergent data and existing theory. In Step 1, guided by Research Questions 1a and 1b, I open coded transcripts (a combination of inductive and deductive coding producing a list of 49 codes) from two sites, using both inductive and deductive strategies. Codes captured girls’ language, experiences, spaces of belonging, and influencing factors - organized under four categories: definitions/attributes, related aspects, place belonging, and intersectionality (Appendix C).\u003c/p\u003e\n\u003cp\u003eIn Step 2, I recoded initial transcripts and coded remaining ones, refining the code list. Using Anfara et al.'s (2002) code mapping technique, I grouped codes into categories to iteratively answer the research questions (Table\u0026nbsp;1.1). MAXQDA supported the analysis through both vertical (within transcript) and horizontal (across transcripts) retrieval. The code matrix and code relations browser revealed key patterns and associations, particularly between belonging and factors like gender and societal norms (Figs.\u0026nbsp;1.1, 1.2; Table\u0026nbsp;1.2). To ensure credibility, I maintained analytical memos (Strauss \u0026amp; Corbin, 1990), engaged in regular reflection, and conducted face validity checks by presenting preliminary findings to local stakeholders familiar with the community (Cavanagh, 1997; Elo et al., 2014).\u003c/p\u003e\n\u003cdiv\u003e\n \u003cdiv align=\"left\"\u003e\u003cstrong\u003eTable 1.1\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv align=\"left\"\u003e\u003cimg 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45hpRaZZnjGQdq2fXhnzHkZ9pZ9Wv7jJ++azTQvXKY82/xlG5lc7TC+9bTyScRF2S/pr89SmhXi9tvxl+sfKpOeE1ys3uEn79M955qGVn2YOtfZ18WBhZMC0+K6ZkKIoHhaMlJkBZTQutBdLZjpb984U7hp1n336uiiKoijWTL5GA6b9l+ADf8Kr1jnT4DVSLh4kPAlb8R4/fnzSd/1FUVwX2T7Aiy++uPgjNd57f/XV04/xPvroo1nfaFSnXBRFURQroaavi6IoimIlVKdcFEVRFCvhZjpl/k/jJ22MX7kB9vn/3S54oe/P3sfmlGEfm2OnFR30/iGUMf0tAb9jH2RM3TsE0prr3S6B91a58ALh7Jv34imtXA+FsAhzCdYfjGlBv9qdEuPulfeHWMZ2tT1r4yY6ZSoMBZDX42+99dbmKzdAGSyAsARe6J8KPq8/5it88neKjgaOKQf0kz/vt4zpbwm7OkbCzt8bWvaVJV9T7rNKEQ1jfkhCw50fhdw6p2okW7keCulkcYylsKjF559/vtEp/tEvC1ZQDqlbSzp58rTEPXH3OFUZW5q+XRDWsR4cCGuq7VkjN9Ep5+o//HPqf6d8UUsjv4RrahhPWdiOKQe+OOQL5zHG9LeEQ5fvO3fFpTPna0xZuj3dNUODe8jqW1O0cj0UyuKrry7fxpP6wzKQ+SDe25ZwDnO3c5Ux2Z6qjC1N3y5ydbRD2dX2rJFFnTJPHUyLcMwn3d60jFM+HLFnJAJUSK8zDN1hxkYsGQ9hA2HQoLo929gTln4zTtLQhtdiejVi+g2D9Av26Ud/hOWIjjxi79HzvJdG+Ql2QCXzXk8+LcqZtOgm85j5gLw3lj7tIfXYprlHT38ZJ0aUOXbKsaW3LZ/pFfxiyL9xQcpyLB9cmwb8Y1JmuG39jeVnjCw/oH/srx3ywnrAdFrkieup8pRwD1kjV9305C3ey7KCvnTfliGuvWfdmKKXbu2A8kR6CZfRMiN472W6M64sd8iGa/1aznb53bU/fLsFYsqEOIHzVj5g2cQd6WjThz3+TIsGuZjuLMcpc9xwTdmgjBiG6fDaPGNvegg786Gfq2R4ipuNy5+xpJjnLkkGLEPGNfcJGsOSZ9xP94DbodBuznHPNeBW+wQ3Lts2KO0ubMAv93uYFvykv0yT9ulGMi2mGb+4wWCXfgg7/bThek//Xqcc83wqb4YNU/IRrpUz94kj0w760z71Zpoyf8oCCFs3YBwwlY/2XobPPa6Nx7h6cE+/hJd51R/hYFoZca4sx/JB2JwbLn65Vka48dx7kLLL83QPhG96iMN4IM+vHfKYOs5zZKLcEvKPP+WKrsbkbRjKTPeYlDdlxOup+pM6S7KM5TkYp2QYmW7j4phhcNTNPn7b+AVZK2/Cwh2QV8OFzIsYDxCGbkyf6cEoO8i04N8wMl9pT9j655jlg3NlQLj6gfSX56Qz3a2dZ0v/BGQsBQwqQaMAU+ActbfApNK414bT0toRjoViSujY6w68Ni9pSJMFC0h3Gy5pxU3GqR+O6R8MFzgqh9Yd8jKdmWaO3OthnJ4n+DOMBHcZXi+PMJY+8tCmh2vzZnogw8ZvLx7Ie3Nl3iPlgTvdZl48b8NJv1P5SHfAPeWBG67HwC9GN+kXiNeyArgF7NL+2rGseD5WnhKukUeW6TF5t3LFH/7xm/5BGXuUdEtYU3olL23auM5ykmGQbu6nUSbpR+b45ahfjnmdtGUsr1PurZwE95gk02c+kkwL6ccA9j0yTW14nBtXuhPzjsm8GOc1sGj6mvcrg597O/XAIIiNPWbXuz3e8+KO9xBMM8ggwLswMD2Y3jgGvtsZlHUvzt4SaEvj5B0S4TqNwvmcpdUS5MyULv45zt1hZE5ayWe73eDSPE7pmOnjQzmWnnv4jo+dY5BBTv8l++ajt0WcU2zEOzRgW9vdDA3JJn3sOrS0DF0Tc74HIP/ID5Cl06xLt+Rrlz5MlpY7p2N5h4uuljDW9swpd3ParSW4BSK7IvGRJWWO3bp6oCvyS76P8TrlmHWd6W36JmQydNhb2+tjUadsR2wlQqA0MqmcXYpCcPijo8EvlWvO9lu4zXclbJU3VnDGIF63o3M7LwsFBdGKLm7JqD1ukYEfJfXADRXfCrPP8o3kPx905jBHPuSDsKnEPAThppfHsY4K8Eva0g3lAXv0mB99sB9zbyvEKfaR+RJIN40pZWB44t6ksWXffLRbxBEX6afMIbOlvP3225sHqKmO5NqZKk+J7wypT3RKPKiMyXsMtyrVDWXMznSf9mXfbWjH2p623PnQnIz5pRMy/W61SnhT4DfrFnWCDpctUXt5Ik7ab+6hsyUf6/mwgR90QNytzHv5BesO8XPO+2vzL1zTbsx5wFs9Q6M/G6YA8ILJ6QCmEbRnaiHdDRXo7nxQwuae7rkWztNPj4zHqYmMC9Mj/Q1K3do+mdbQ3rR4jR8gntaOPGqXYWAIP68xhJ32mVfCzDy08tOY38R84T6vx9xjl3HrJvODAc976WvzmGT4uIVWXklPf3Nk3pJ5T53kOW4IJ9NoedC/suzlI+OATKf+Mj+E0doZxnvvvXdnx/1emgD7ni6vmSw/yHaqPAl6TBlJK+9WJ6kz4slypH4k3SrzDL/VQ1u2OL777rt3dhjcZLjGmX4zHekWN2AauAc9vylD7DhmOZJ0Z3gJYRtvC34NG2O9SBlpMk+tjriW9GN4xmEYyoQjBneZDvOZdvpJfYzla23U2tdHhic2nlTzlweeAJeMmHvul4ZR3AbMbOzzi1hR7APtDDMEx5qZKpZzE/8pr4ne1PuS6UemopgWS5jqYeqteFjwgPfCCy9sr4ri9NBWVYd8WWqkfGRoSF9sPjL46quvFhV0Onbeu8hbb71Vo6UHBA9hvDejHN3EO7Ji1WSbtbStKo5PdcpFURRFsRJq+rooiqIoVkJ1ykVRFEWxElbTKfO/HO/SiqfwT+DYv3u78B/EXfD+et84LgUfw03ljfz0PrgbYy0yIE/k7VY4pPwei2uQKeWPxThyUZRTcgy9kFbeRV+aTMeudmEM/Cj/NfRBq+iUKZR8YHDrLOkoqDT8DL8PFFI+FNoFceQHZZeASrC0IWJhibEPoAgvF5SYAx/RXfp3MxrKW6oDc8sv7k7ZuPcWIjkGS+ryFJRX8s+nPXzQuc+2pUs4pF1JSO+lPwhrO+C2XZijI9ywoAn5+eijj2a1m6dmFZ0yjWL7xfKtYeWbC53Eq68u3zIOqCwUsF0QBw3BJTnmNm1wjVu1wa1t3Ti3/C59gFoDS+vyFMfYtnQJh7Qra2PqzwQe9OesOMYvh5988snm3LUlTvmQOIejdMoO/8kMT2Kc+5TCETuOaQ+6ZZSQEA72eU87w3GqwmvCgpyKEOyoSNpzDpkun7pMU7rTL8dMfy8u0os7jtgTHtc8gfGEih156eURjMv09CDv+sUk2rXLR5oejLLqke5IIygT4jX/mf5Mq+nHGI+6ynQDdowO2aYt5SrqJg0oX+iViyTv9+IAwiJMIM24M8+pm4S0t+nDT8oFzLty5X76G0vTtTJVfs2z9zgHHkYsK73yh50y46j+27j0l2Ugw8Gd+sBenWe5xIhxmCbSyHVbl00b4ZiPFsPWHeCPhxJmq9JesixpDN84MfrjHvYcsSfd0spKMo50z7VxKCfRj3Ce4WQ+tMt40y1hE4/p4xy8j1tQB5gxGRMG7og/twdV3xjgPufExUMKRnseWC7+Sxi/RB0DghqEsDlnGTVMLgfH0mgsUzdUwI0bl0oDl8bDDjIs3LThaM818Qh23scP17rLeA3HMAU73APxc4+jdsTlOcc2Lu4bJnnK8PIcDBuwJ4yUj/Fj35Jx5zl+XQoQe8MiDN0A4Xqtntpz7uvfdHNU3pl+3OE+0w+4+fjjjzdHjOFkOvM86YVFfNhnWIad+SMPppMj/riPuxbu6183GMJQBy3Ejb1xAOfKzjTqH2MeM8w2/DFZXAupM/OmTDJvyErZ4Qa3kDJEF/jBDjfqW9liMgwMZNj4x57w1ZnXWUa4Z/nx3HgxxImdachzwsr4TH+CW/No+r3OdLRkutJdnhse7kwv9wmfc92M6YVz00J82Cs33bRwz7B16zXp0h/3iBuwN824NU7slCX+dGM6OWb68xzSDeeG1boj7MxPL2/p/pI8bREOpBW0wuWoABQcZIEDBMK1btIQhkpK8IN7af0p5Nad11kIgPM2DNxpb/6gdWdcmS+O2nOeBab1TxyYLCy47xUe0a9yMy7IuDlm2rlnvjNO3GWaMEA6PAfiMi8J4bT+e2njHHvPud/S6ptz3eHX+HvlIvWKW9MxBmF5P/0adspO2nSnHLE3TW3exXRl2sdkcS2kDMDyqxzTqD/OlS/5b91B6gc41z/gTrml/oB7GX66yzDAOI0r4+WoHtv4sfdeC3G390if4bbpTVKemV6OplVDPBmWMueY4QD+ubacptG/fnsYtqRb/GN0k0Z5puwyX2PpF+5jl/JMNxl2r97hFrhnORCuM65LsspfogZhIr07s+Q9yyDYO3/7rIY0KP5e3Hw8QPycs+tKTsMcEtcheXRaCX9DIdzaTjN3K8KhcN5LF/C+k3PidIprLL9DpbrnP9cAXwJTSOjCaSfO9/lgh/hJB9P5hON02CUhHaSH8vOQyHIxth1pr/ydmn3qU0Jd4P0lYTj9muyrZ9oEprcJl2PKbOiA7slp3ynXQ9qhOWTYYzrfRU6XUz72hbaJKe7eVqh///vfLz9tveWonXJve64xEIAf+SB0Ci7vatjbk/N8b9Ar6D2oUOk2z1EE+L6j18CPbYtmR2xHxP2puHZB3L088tFBfvjCeyuuTbMg27aiKzdlbqNPuHO3IsRdbwtN80/FIk2mP/VLXtwaz/RynCoDUyDjQ7fABPJAOmhsqJRua3cKXOPcspbv6AR5UHaO3fitgbHyS7tA4591JM9lrPydml59mgvlFD3TnhFG+3ER9uQ96zpu5jyskn/CtA7IK6+8cu8rYcK2zeoxphcg/H3a2l2Y71bnzz///CZ+2wj3thfzkdtP8iEWdXffNkCmtkLdd/BwEgZlHwWmHQgOMzQ6m2unGzB5Pihr44ej1xindIaCcucWk9f6JY68L4aJMTzsWvfc85q0SaYTP5B541zauNJdGw7TI147VeI1xjxkOjnPtEnGYxoIM/OEX2UFGa5yyTRql+6Mu2eX+cGY/kwD8Wc+CSfDIgyvOSatfHST8bZygIyftOLGOFIekmH88pe/vOfXc0ySeTDfmS7vt3kX7dQdx16Y10jmg3PLC2iPQV6gDNADpH/1l35a/evfa8/xm/facD3HT/pLnWiX7gkn08A3Exm29ajF+xj1m/FiWtr7GOWW9zhvy73nGMg0co4baOsZ15n3Ht7D3ZicDN9rjGlv00d6oK0vHLFLe+Pjfsbdlov0kzrBn+kQ3Y7p7twcrVNeMyivVUSxbqgobSWxohfFQ6BX3m+tDpAfO+VzQIe9dlb5TrkoetNoS7bALIprhund2sL1uDA1fg1bodYuUUVRFEWxEmqkXBRFURQroTrloiiKolgJ1SlfEbxn5X89zdRvEC381uTvSbyvyv+texD2vnEVRVEU+1Gd8hXBv60fffTR3Q//c392pzP/Kv7D5D/jXYud4Ic4MG+99Vb3w6uiKIriuFSn/ACgM6cjX4o/+LPQyNIVy4qiKIrlVKd85TCCZUUep7ZzRIs9du3KUkxjp11OU9sRsySeq56xQtWbb765OS+KoihOR3XKVwydLksEsmQeS4R+/vnnd8v80fF++umnm+lnlpZz+ppOt12ij+lp3D1+/PiZTdZ5l0w4hy5xVxRFUeymOuUrho6SDpXO1LVb7Xw/+OCDu3WEGfE6fc0576WFMJjeZuSc6+MKa9Duu5B8URRFsYzqlB84jKiZtmY0TedeFEVRXI7qlG+UsV242l+bGFEzcvb9ccuqdk8piqK4df5VXA0spo7KND//+c/vzlnY3XM24ACOXmPY4KHdTQW79MeRsMB7bA5RFEVRnJ5a+7ooiqIoVkJNXxdFURTFSqhOuSiKoihWwmb6mq9vi6IoiqK4DL5JrnfKRVEURbESavq6KIqiKFZCdcpFURRFsRKqUy7OgiuH9QybaLh/c4+pey3EM7ZXtJt3nJp2w4+1QhpJqyDjdnGZfXCDlLWQe4kXxdqpTrk4C998881mwww+YWA5TzfBcK3uFye2lmR1sjmfPtCh5GYbLazx7cYauD1mB52dEKugrX29cNL7xz/+cXv1BGQ8d4/upJWl66kfi0M6ePxaxqZY00NE8bCpTrk4CzTUvaU86QRowOc0nLsgrNxsY4p33nlne3Y4jMKOMcI8J8j81Vdf3V4dxjFl2XKobMnn1AMfED67rRXFGqhOuVgVbC3ptLaNMXZOSWPHPUY2HN3/WT9//vOfN9c9nK7Fr1teGi72huGoDzv84AZ78BzDfQyjc0ad2JG+dvrWtGLSnrDMm+GBMjBvSabTtIP+vadf00I+sB+bVleukmFlmrXDEAf3WllilyPnVmbCtfEaXoLbVrbKRjMG8XO/zS9p0y/nhGmnjR1xzo2jKE7Cv4rizLC2NutuJ6yvTXEcRm+ba46sva0963ID5xjuCfdY0xvwp9vEdcP1x7VrfOM3/eDuvffeu4uLNAB+Td/UOX7MH9fGA8TDNe4z/J5MemRePedIOKaBsLAzLRj9cI494N5z3UHKQ/m3aczzlCVH3HvNPeM2rEyzcWYYCekzX2C6APd5LemHuIgDO+OHsXNIueR5UZyDGikXqyLfxfIeminpoWHd2jzdL9rdqxxdOTXuHtItU9O1X3zxxSbcHBl961vf2kyF48f3rL4rZoQ19u4aN0Nnsb16sgvXSy+9tL16cv3pp59uwhk6lE3eDJ9R2y7++te/Pnruuec26VQW2IHvcXlVwL3vfe97d+/vlQ/XvdkEwwLk8eabb27OSdvQTmyOu/beBtwQnzCKNm7CIH7CN80Z79dff70968Mo9oc//OH26klc0MptbC9x80I42vVAN+gRGbfv3Yvi1FSnXBQDdCQ02Bo7/cRpzZdffnn2u2v4+9//vj07HDpEOibSONWxHEqvg6QzI/9L996e87Axl0PDIv08lOTDQItT3Mh47EGuKE5FdcrFVcOokQaWDgNscGlY58JIlhGdo26Ohpd8+OGHm86o12GP8corr9ztaw2MEsdG87ugQ2Lk5iiz5csvv9wcSXuO8P/0pz9tjvD+++8/euONN7ZXfZSHHSDywOzae7sH6cgPwZgleO2117ZXy2DkT/7VE+njfbX5FK57e4n/5je/2aTHGYUxyPtUp10UJ2V4GiyKszE0ipv3d5h8H5h2vF/0+t133707H/PLO790k/ckw+Q949C53l1DhoF/30Vi8Atphxvvpf0vf/nLu3PigIxbu8xLpiXD49jSyoDj0IFsjnlPCLuNC1p5eK7sMk3atTLiiLt0m+e4B91izFPatf6TTBvnvbT2MHyOGNOSfjMM7Yk/ZaM7010Up6bWvi6KG4DpVkZ37aiRr5CZit41OiyKYh3U9HVRFEVRrIQaKRfFlcN7Vd+BZnXm3bJfiT9+/Pjua+WiKNZLdcpFURRFsRJq+rooiqIoVkJ1ykVRFEWxEk7SKbvOLob/Rcf++7wmyEOuNUy+cn3fQ0BOhy6KMBf1knlZM8jFNOc6xtov4Zg6ayFt11LGj5nWffRwaSgDY/+xn7KMUOf8x3opyNg2At1lXTgHxHktbca5QJcnKfu8Uz4mBMl/fuK/jf4neEkyXUvwP1D/aTyUfdNxKPyvmv9rXsO/l8icdKoDjsA5Zi7+C9v+B7tGyOOp0uk/uMeqj0v1cGlsjw5pC85dhvxXmrj9T5u6fC6se8dq/9YKZWNJm4hMMMfmqCNlnjAHxd37J5LVj4aMbtYxviQ81eTKRkvg30/ycAx42mXFoEvASlDPP//85nzQ/aKVmS7F0CBsVu1CB6TZ/3CxX0K7JvOaOeVWiNTNoUHfXh3OUj1cmnZt8qWcUjdj5Apu1Nmh89henQfq3LnjvAS58t4cjtUntBy1U2YJPxeyTyhI/o7BNAhDfkxOhzilxJF7OT2jHSanlnCjvVM7Ts2lezrkH/zgB5sGBDvi5Yg7pyBMi9NxGsNtySnATEf6y3TjBjseWgA7/BufjMlH2XDk3tj025h/rsk/ckh7wQ6jTCDDUu7YpYwzLOWAf+5DL4yWdGN4KRdkRtg90q+60i9mzB8Ql+5MLxiW95RH2mnME2HpbkpXykiT8gPc8tA2tq1k614sx8YrGZ/pE/OfejHNmAzH8DVzIFzdpx64buVrvBnnWL5xMyZf7dKModtMG+eWBdNv+jBzdaP7DJ/zXhlNf+oEk2WyR+pEt/pPzAfHjBcIAz8ZVqJdu4lJlivz1OaZNHHMNGWZMM2602/Kg2vtcZfpV66AHwxuyAtwrlvi1c60YW9cHG0fiQ9wp3/zCLjFjmV3T8JmvHwkCG5qamfI9L1pF6aQnFLFr/5xZ9K4px+nbgC/xoUbplacmtON7gmP85x+MV7QP2S4eZ7+jUf/mee0N+48z7wB515zrycfwtcdYbd5kTH/gh/8thAmxrThpo0D+9zOkLC1xx/ulQN2vXRi38a/K82G32JaTUf6Sz/Y9fTJuWkxLNPLOQbSD2GpW+yMG3v9Y6//VgZcm0bj7JFx4k4/wL28Fu3wZ3wZDkfdcCRuws40ca57IByvU48Zx1Q+jCPP8ce5fkgj58pK+7F8E7f+W/nmOeDG+BPDwH+mP9MCKS/uQcp0VxozLebb9OQ594gTY3h5Duk+72GX8Zi2lky3csYvR4zhERb323PuG0+GRVqwb/NsHMYDbbq59/HHH9+54z4YHkfsM08ZHmFxD38YwyRujGkB7KfaL8C9+e3lEYjTdOIG/8fmqCEqzDG41943U9grKIXLETuFkKiwNJBCA69bJaU7jnkPDN/0TvkX7rf5w5/pIz/mTfJ6Sj5ZSAyzZco/kD4LXWIalD8QDnZpyC+GvAv2hsl53hsLI9mVZs5JX8uYHFPeGvOVMsQ+yXRwzzjx0/PPMfOask13qSvOLUOmt5e3Nh7PpU074AZ70wDE1Qt/rOxjn/45160yEMM2H2OY/8xrnhOuYWdYU/kek2+bFs4zP4LfNk7Tk7LhPMODjHtuGsV4lOsY+MVtusk0kr68h3vT3MYpmZ6UGefqHzgnrNYeO6854j8NtHnupbP1Rzytu7zGjfk23WkIUx1yLqSjdUu4bVzYEy6Qrzxv/RuPmJ5jc9Tpa7aUYwq7haG/UwK79kztMfY+ehAKErkzx8DpFd4/D0re2u6G/DGtkasmcf2rX/1qUdr2kU+yj3/f17IlIXlnagfIf8p31+5IuOG9DGE4XTQnjEPzLENFujtmnGPrPueU1BwIh6lL8scx936eA69xqCP4J41DA3H3jnyKOfKh3JFXyhvhyz/+8Y/t2TzGtplcKivYp/wnS8sFshwa403+MZwf8t0E+iXthJVTpcm+Zbe305dTyEu3BmXXL3bwwn/u3X1K9m170Un6W6qfXt0+VvvVcor+ZQ5H7ZQR0PA08UwBRpDc620Jt6vjQ9C5oToCxz+NW26BZ6cPvv/AHVu9jSnDzj63++OhAmXMaSyFDohO3Eaaa99rLGm495FPsq9/ZEqakRONAfIwLPPB0cLeg/vIj0qG/Niib04Yh+ZZ+ACH7xmIH136UABZNmR4Wl68pSDhEPa+lZS8vfDCC3f+5zQSc+VDncMN5Y284Y46QqcoKZMeY9tMzt0yMdHt0gcX2adc4JZOUvkeuqwoeQTCIv8t+5Zdy2jWBXSzz9agYMeGrqY6OR8g0CuMPWjA1JaoU23vFLblyouwLScpXx4wetubjtVtwjm0/Wrp5dHybvxz5LgXQ4E7OkMnTIt1ZxKmD7R3GiHt2mkHGAr63XVOPXCuPf60S/uhg9jYD8q8syO+Nh2kGTJ+89FuH5jpyfcUaSDl4Dlo18YFPfmku56fpOcftMOQ/gQ/KTNkpb12xIUsvSaMzB/vhjIM5d6G0aOX5tQXRv0m6S/z1PrlOuWGP8j0m960a+WeetfgL/M9NDp3562uUn6aVheQ/qAnn5bUR7pp85N5yHj0096XTDthSs9OMm7P2/R4nvEaVi/f6SfP8dPqHdPKK8NM/5hMQ6tXZZF+YFcae2UN2rJA2lsZc0y9YtIN94R48rol/ZmvlBd2mV/ct3lTL5BuyW+b57F0pjvCANxneLpvZQa9ut36xw4y/YTVpinDx49hmK4Mk3RDT47H5vghXhgEhTKK4thYMZOe3RhUaEyyxH8xjQ108lDkS77bsnUt2KkWTzjJil5FcWsw/dV+L8F0GNNkc+lNye37TrJ4lt406kORL1O2U1PXxRWx7ZxvAqYkyBLmWp8ai/WS5QuT03JzyKkvTXE82qlNjFOZt4r5vNb2LuvE0vp0q9TWjUVRFEWxEmr6uiiKoihWQnXKRVEURbESqlMurh4WDPB/xDH4NxJ31wb/QI79X7k0T2uRAf959j7KIq+kT7ME3FsGxsIvimugOuXiqpn74/6L29W+Lsk+HQWLb4wtJrE0T658dEl4wMjFgBLy+vjx483iJ0vS2ZYBFg0ZW8WtKNZOdcrFVTN3xaivvrrsFoO5CtGxuHSe9oEHDDreY7LvqmFFsUaqUy5WDUsdOp2Z07iMOrFrR5+40b3LJPZId3aYTu8SZoZrXJhMg3YZD+dMo5pu3BM+o0OW/cOuBfeGpTEewwNGhGP5Bqd/cZ/pFNMF5tWj5y1OBesGYxjGZ1xt+tp87QNhEr5x5cPNmCy4bnWq6eWxKNZEdcrFaqExpgNgKvOjjz7arIkLNrjYs56u0ODiBnsM69fSmLfQWbDGs+7oMLFjLWxGn4RJBwoZF2lwbWjS9fl2wXrioSMgLvyzJytroTMiZFEHplM5f+utJwvkt7CoiGHhBreMKA0PCJ/1gckj7trpWdLP2tXcI/4W/KW9U9+kHT9MGX/55ZcbO0H+PkzgBkM6hRGq4fTSx7rbyMzwew8KUxjm66+/vpE7YbFGOYyVAezVHaBT5Ik7ZPvJJ59s7xTFOqlOuVgtdEw0/DTONMzCylrsjAP5vpUGl45J6Bh6GwmwkDydnaMnYHckGnc7GRpxoBPIuNjdh47Hzhf/dALY2UnRcbl4Pfa7oIPP3ZlchSo7PfJCx9ZbFQxYzYkOlI6ctKdcgPRkh2pnn7sVtbuxEYYPE7vopY/0EwYy6ulhF4ZJZ+xqVaZ3rAzwAJTpJQzskHF21kWxVqpTLlaL0590ljTMc5i7rKKjVg0NO4ZzRrfEa4c6tp1h+qcD2hc6Dh46iJMRNtf7QDrarTMvCQ9TpIV00bleAuSgXOc8XBTFpalOuVgtY1vZMepxS0I6bmDUOncrvbFt3ehEOKdTxB/Tue12hjTyjDoZweJe8nwp+LVz7+2zOwfSTTiMKBkRO817ChxlO2PAA0VvRgAZ6/bYjJWBln22Yi2KizI0BEWxSobGlDnkjRk6wc1x6Cw397QfRmCbI25hGFHfuyfaEQ6kO+0I2/C0A+0wxg/aYYg/3Q0PE3fn+Mn4ho5qG8IT0l+6Sfuf/OQnd+fm1WvS2savGyE876U7/JI+r0mnZJrJj+BHvxjcZRjGnXb6+eUvf3lnl2FCK4f0n/LEHeQ1R+JNd6Qrr01D5rEo1katfV0UF4bRd27Iz6iTUXo7Q1AUxe2z6ZR551IURVEUxWVwfFwj5aIoiqJYCfWhV1EURVGshOqUi6IoimIlVKdcnBW+X8Dw+w6/Ifk7y7khDb24seN3m3NAPJfK/zXDh3G7fkFjEZWxFcRK7sWaqU65OBs0lB9tl11kQZBcpeuckI4x+M83/xU+5P/jFjqT/J+XeFyp6tK0+Txmvo/Nrl2gSPvYCmK5dGlRrJHqlIuzQSf0/PPPb8753YcO+hLMXX2LDvSYSzOObVl4adp88vBwzdBhvzqyglguXVoUa6Q65eJssPkBqy7Z6NMx50jRqe2cPmaaUfsc4TIa0j5HdU5bcuRedjD6mRoF6peOysYbP06FGmemkXPDJj7ctu44B8I0Tdg5cuaon7Q3PYbZi7fFKXjiMTxJu14+8dfuaJX5Me3GoZxNf+ajnSLOe4ZDGFyDYeX9Xjzk2fsZpvcT7XXfkv6JQ4gTQ97bfBTFSeGXqKI4F+2KS8JqS7kSFMZVqIRz3LhSk+CX63ZVKdy5+pP3AXvdJFxjr582/l4aXU3KsCHd5TnuCBOwb68l08cxw08/PUwzRhmRxp5/z/UjKSvSkGnD3ccff7w5YjKf2gH+U0dJhqf/jMfzzIvuCJNrw8548ly9AH45N9+EbXhpjx/8I3+M8eu2KM7B05pYFGeEBtTGNRtfDQ0kDaOdQ8K9bCg5xw70Bxxt6LMhBuLoNbb4MSzTledpdNeGDenee5xjL15n+oVr7DM9kOGNwX3zDb1r00b8plXQiXLnXLca0tSGCdwzf/jv6Q7Ij+7UlRifYffiIVzcJbjBn/bEkWHnNW4JN+WgIWzlMZb+ojglNX1dnI2cHuS939BI3ts4YSiPd8b3vu10pIzt3HRqemlsIZ/uUzx0AFvbafbdiGIpTMmykQNpm8vQOd3L96HLf7K9Y7uvsdPIMHSWm+McmJbG35xdoPyeIUE/mTfKJZtXcM7HiITNFHZRnIvqlIuzQceT7/bYIpEGcGzXpe9973ubr2h9p0fDTQPZ7tzE/shj+wyLnREYXm9XoTHm7gxFGknzkk6W9+rD6Oxe43/ol9mE5wMNu229+eabd/less3k2I5ah0CnzntrwrGDp5OmU801wOcwZxco0tyTp3LPMolOSRd2foxIOS2KszE8ERbFWWA6MKdDc1oWtMcwtQhMOaa9EJZ2Tlm2dp4bT15zNA7J6UzCAq+Nw2sM7g0L45Rs2jFV6j3PCdtzDHDfa+3a9KQfwzOdCf64p/uUc4bhOWhHPlPmxJPX+Mm0GnaGm7JXbi2kO9OVYRpWhqnbDJt05bXusQftMZK6Ic6MVzv8t+6K4lzU2tdFcWMwMmTm4FxT4kVRHI+avi6KoiiKlVCdclHcELxH5l35V199de/DuqIoroPaT7koiqIoLoxvkuudclEURVGshJq+LoqiKIqVUJ1yURRFUayE6pSLi8AiDe2HSCzw4SIV+1CrLx0HdIAsMejkENCHYRFub8GVNUO6XYSlKM5BdcrF2aFhbrdEpIPmi+F9ofF/8cUXH33wwQdbm/NAvIc8SKwRl+H0c5N9O1I6M/bMNizCZTnMa+HQB5Ki2IfqlIuzw/rCjx8/3l494dB9blkKkQ6ZJS7PObLJ5T5vhVyGk450X3n+4x//uKdTwmVN8GuhFl8pLkF1ysWqYKMJpzvnTkXTabzwwgubtYzpBL788svtnScw0nP61HWOGZnn1Gquf8w97bND0g4DjKQY3fNfMHE47UtY1zZNO0WuK50y2DVD4NrSuFWOPJAJ9u30NqRdjlaVLyZffSBv7S0zhsGx1QVp0T1hqm/jsryYZh4u0r1ol2nkXP+WqZ67ohjlX0VxAVizONc+BtYuxoDrLc8Bt65P3IaLvetDEzb3uSZsw3eNad3iBgjX9HDEHRC+blp74J7+rh3kkbJVlnm+C2SR8gbtejJLmXpOGtI/59i7TjXohqN2pNHzBDfGB7gjLDA+IDzd4aand+yNB/ecS89dUUxRnXJxEWjc2sYyGzBor8ewMUxjowqEg0nwYyMMXuOuF1brXzKN5An3c9J8DZCPlJH0Op85pDy9Tj3lNUfdm45efNjpLt1rn+G3pO7IEwbseCHDIExMpk2j3wxzyl1RjFHT18Wqee6557ZnfZhiZPOFoSzfmaFhvLdfL+8G+cCIKcQ508pDo3ovPBga2M1xCrYdxD3vYYnrmkGu5CP3TnZKmPfoQ8e1tR2Hqd58LYBshk7pmdcLLUwn9/ajdjq5hbSoKwzT5kyTc044Y9PGbGfJtp+kkzwt/R4h45zaDnOuu6KA6pSLVUIHQGM6tU8uvPPOO89suk9jyz67QCNLI084dKz59a/75OKGBplwaMRzb2Y6cfdSzg4mz4V4CIuGl84n3z9eG8jBDgRdkBc+pBtGrM/sSzwF+yZnR4ecn3/++e3Vo7sOmjiQGfT2ox7bW/vll1++F4dptSM2nEyDsFc05YSOmTwNo+DNw9y3v/3trYs+lod8wOs97M11d0zIt++ws/xRNpHNXDKcNKdO/zHxWwEM+u99e7APWb5OwvD0VhRnxWleTE7n5XTf0JhtbZ+6b8FN67adMvz44483cXjtdCx2ae+UI6S9U5ltuDntyTVHpjZNE9fXCPnKfGKUL7JLO47Ix3y3EBZ+dItR/sB1ylrSTr/IP+PHSK88kSbtOB+D8NWxeZdMd8ahe68x+M10k15p3Z0K8mm8pheURcp+DvgzrzIlyyn29bcvpNs40QvGMso9y8lczpn+Wvu6eJDwFM2IuB1lF+eDEcvQieycDSn2I+W7T3lnVMxfDbyWOQRGpcyynHPqvk37IWk4d/pr+rooiuJGaR94nL7tvX6ZginbnPKl0zOsnNLOKWLO8cMCMrx6wI5pZMLSDUZwb7hOD3POAwX3eq8gcoraPGHH4kS81sCeMDMNpImw9Id74Z72+OulHzv9OJWdeZI2nxj87mQzXi6KBwRTURR9zCmnE4txcmq4OD6U65x6dmodnKbPKfYeWU8wTn/jz7DynPtOCxsHpD04jQykket8NSHcI5yx9GJvWHkOpD3z36Yhw8PeuAzDfHHs5Ytr3XgN+MdNe96mZ4oaKRcPDr/MxSz5aKk4HnyApQ6K4/Phhx8+M+08dC6bI2V+6ER2fgUPQ0ey0dHQuWxtnoy+sWPUN3Q8W9snH076kSRx9HSLn1zVzTTyIR9xDZ3X5hr4EI+FefgQj7DaUT9xUI4YIeNuLoxggbQzemUU/PXXX2/i4SNRMI+9OJUj95AL4eTUNgsgASNoz4E45lCdclEUxQ3B1Orbb7+9vRonv4LfBZ1Rvo+mM6MTHkaLW5snfPPNN9uzcXrT0D2yYyc+O1NxChryoWEOdKSErXGlubkd5xwIk6lv0shfH7ma3RTVKRdFUdwIvAfln2tHePm+V+jcGGHS6e0Do11G2m0n4+9pgru2A+792saIsh2Rgu+kGU0zimYkm/D7GiPrpR+ikW8eJnwHDciJkTnvok0zaWwfBJZAmHb67S9+kwweTgpz6c63H4Njhcf8PmFB+75hLfA+AhVhTGvxlFPpDXn7Lmgf8M/7ppa1lrM1Qz21DiA/yfo7lzG9HIrvFi8N7zCVlSbLcdqL8m3JsHpl1nu64wjopPWX7Rjnea0/dKsdaQKOhKF9i3LHmA7cpx/sswxh8Jd+tYN0a9oyve+9997d+U9+8pO78zZe/OS1xnimOGlJUkEk7lgo/F7mspKiZASzCwW+NI3Eb+E5FebTNBbLWaonK9KcsjMHy+G+5ewhg8xsGG2gwQZ8Sac81W4UxSlo2x3KXj5YjnHS6WumN4aEba8Oh6kM/hcbKti9ZRShnSqZu6VevrhfAitJnRLzwrROvlsplrFUT8f+F9FyuG85e8jwkYy/xjBFqW54t7m0XVk0fVgUB0J/9Omnn26vnkCfxfT9Li7yTpm5fF5+Y/IfsV3wYQGNG1/IZYYRQP5LhhmeSu5tqUflJi7u0eFhn+8UADvu2xBw1L1pxg3G/+B0Sxq4jzFc4vUaPz16ssAfDx6A/ZjftdHLCyAjDDLyHU3PLmWoXEV7jKRc0VG6UcetnjKNxCe4xW5M1t4nX+rVMIwbN54DcWY5FNPQ5vFSjJVT6wuGfGlHnr2HH0gZZBicG4Z6bsl4DI9j+29pD/1yFOU75S91iBHzxhH71FGGqyHfhJXutNeN+U47jfktbgs/iktdQ+/d+TM8GTCfjpx2EqJ1GinPd+F0AO5bf0wLZDxMVzH9pVuMU5KEw7XhOR3m1AJ+vZfxMF3mlBlH3eQ0GxiX6cFd3hfc5BQc7r023ddEyspzZIoxP+S5Z8d56g85eK0uATvkiX/89vQxdo4fwzRujtw3HMM1vgQ33Af8pU61xy9GMu2GbXqM/9IoE9Jlnlq5YY+d+VOP+uUeeTGPkHLFvfYJbpQd4MbrDL8Ff6YD9Jd+UseQ56k7820aMaZbP4Ylutfe8DgaBqQcSZd5S9kURXKRkfIQ793G4XPhydUVWoaCv7Frp7B75L9kjLKBqbChQmzOZagwd0837I7TTj1MwVeBQ+W890TE1Nsrr7yyuearvt70Gf8S8sWiMN2fGyZcGz29Ml3DiIdpZO6jg54dukRegiwYJTlCU3dMYaK/dgoT99gzYmF03IOZFkdeliHSy6YEb7zxxubaMtADXfH6BPzHk1GQaQTKwRSUs/xalPgvTa+cUg6tb+iKfCFj0j90LHf60D2yUaboFKhD6IIw/I80ZQXIPqf0CNuNQnZBHTYdlAX8jek4oS3p/SvLjmTETx7Jq+DfEU6mnzpu+yLKI8uBv9ngNn8ZamVRFHCRTpmGk47PyjsHCjPuNVRCdwI6BbOmGQIaiEwfjTuVnfOprfzm/Nd3LfT0ihy5ptFGBjSIPTsY+0dwV0cHTi3SmbQPXAnlhrg1NupzQKc0+IDeeI3CgxUd9Jx3RWtlrJzS2aSspkA2uKFTJAw7HDq5DKNXr471YMJaxzBHx/t0iOSFjp780alPPcD1oKP3QYfjudZSLq6Ls3fKvl9ZUiDx026n9tprr20aa8M7Jnyc48gJbDRo8HnytxMR/28zLRxxw7spKj955em7TSudEpVTaNxdUebaMG+tXpEDHSYNmKOgnl3vH0E6VxpxGsJ899Z7D8cDGp3I1MOU8jYO0kE8PkyA+RhbIQg9Ej/lkTJImaCDnop37fTKaW8Lyym4jz86HvRGWWYEzihbkFvbGRKPsgfKQta9uaBX9DGm44QHKB6utMctZWCXDpklsaPPkfRckBFtlmE8dCgPPKBg0JNgv6u8teSD4DEhTMI+K0PhOBnDEyslb2OGyr61vf/exXPez3hMMoy8R3jaD43AvfdBnHs/4zINGebQKWzsCKO1g7THP9eQYQB+vCZOwK3xZ/6TDMewMy+YTM+a6emVtKeuhkapawcpw5QX97XHIJ90iwxTjhl3q6e8zjjSjmOWtcR4BfeEKYZjGch8arJcYMz/pRgrp5l28oi7vPYcd9zTvXmH9MN5j4wH+UKGj+nJKP2lvno6TnlD1jHTm3YpE0xbBjHcT3viSj+ZjlZ+mrFyduuQb+WObNST9WusrPRQ5peuR8eitm4siqKYASO4/B6A0R2j7rmzJK1/6Nk9BJDd2HaIyIRXWUtmIxjNDp3yVc9YyUXeKRdFUVwTvelUptrndgJMlbffwNAx8drmlBAvHVY7JeyvZDnt669g3sMPOIWL/wyDc8NoXxFIxmN4HOt3twk24+WiKIpiEprLNEunntvp6yVTtPvitDBTxE4XEy/XwHQx9pk28oW9frnH1HC+unE6Hpz2b8GNryMAN15n+C34Mx2gv/TjawOnrPPcfIL5No0Y060fwxLda294HA0DUo6ky7ylbPahRspFURQzGNrLe2bJl/vAdGz63+djsaXU727X97tbdcpFURQ3Sv3uNg/yQkdP/i79u1t1ykVRFDcK71DppOp3t+l3/6v63W0I4GZhbp8sYoYnoa3tfnP+hME7hmPje4tif0rP80E+vpdbI5eSk+8cbw3Kv+9CU++cY4exnuS157jjnu4JS9LPWD3LeKybGT6mV9/SH7qRNm1g/jCgLjGmN+1SJhjLXBrupz1xpZ9MRys/TaZ7CTfbGyAQFYLQVCAFA4GNFaIeKqNXeIrLUnoujgF6x1yaJeW1OB60HQntx5J2oPUPPbs53Oz0dW379jAoPRfHYHi4255dDqZc+QirOC+96Xum2ndNeQt6O+bvbgd3yiSIl9u8U8jM0VBijxH/EfP/M//jGgtDd5ixl/fpxvA41n9wx2WJjpSB90xn6fnyeiYsZT+mj6SVk3n22npuGrXXjfkC7VIOnBM39oTRyqmNHziOyT/jzjwZBybTZPpZw3yMDLNNm+GmvWDf0zFopz2Gr5iH0dkzbovTkh9paZa8++ZjM96fp3869aVf59+xHTHvjdOFDNWdRsQu3x9wnXPuTDlyX7+9MHDPNeBW+4T7xgOE7XWG34I/0wH6Sz++T3AKI88zLaaZsHCDcQpKP4Ylutfe8DgaBqQMSJd5w+7c01xzdYSdeSg9r0vPhEuchtnTRzImJ2XAkbCwA/PVC5ejesAPBneZnlZOvfg//vjjzTH9cW669Kt7jilH0w6Eray5r32Cf9MApltZ9vyAsvA+/lLHhAump01/8XDpl6gFUNAoVFY4sDBqLGhZCThq3wsjC7WmBTcWbiBMKx/nWZmSrKTgNaaN0zRxTlwZh5iONs6ef8A9bqGtiOnONHlupeY4lrdTsURHpef16jllwnmmvQV33E+jW/LFtfkT7FJXXH/22Wd3/jXmC5lk/CmnsfjH5E9+lF2C2zYc0yT4z2vphak77JVlD9y1OuY6ywFgT54y78XD5eDp67H/4IbCt7HH7HpXd8i/dPUf3Hk4xv+OpefdnFPPY/pIxuTEQglDZ3Lvt5hdZDhz8zVHT8nY9p/oJcP5//6//297ZzdjYe4LbWNRjHFwp8y7HRovKtnwRLp5F8KxfZ8zRS+MOf/S1X9w52NfHSWl592cU889fSRjcuII5I9Os+3Q+Y8VcEe4//Ef/7F5UEnd7iorMEdPSW/7T0zvn1rx/IsvvtgckUkytqXovlB+kEWmgY+7lj68FTfMUPEPgqkXplwIaqiAW9v705JMzeDO66Ei353jZywMztNPj3RDPJDhY5gyakl/TBtJmzbIvADuveZea5f5wRC/5xrupz1xpZ9MB+cpP02m+9TM1VHp+cm5hvtr0TNyM0zjMi3KoKWVk/nXvfcwXnMv7UQ7DOGkO2TUygnG4sf05J/uuScpV84hwzItPVJupquVZcuUjsFrDOmGzL9lvHh49EthcXTaikulszLOoVfxe3bFZXnoes5OpiiK5dQym2egN1V3yf/gitNQei6K4lD+jZ55e14URVEUxQWpkXJRFEVRrITqlIuiKIpiJVSnXBRFURQroTrloiiKolgJ1SkXRVEUxUqoTrkoiqIoVkJ1ykVRFEWxEqpTLoqiKIqVUJ1yURRFUayE6pSLoiiKYiVUp1wURVEUK6E65aIoiqJYCdUpF0VRFMVK2OwS9W//9m/by6IoiqIozo0bNtbWjUVRFEWxEmr6uiiKoihWQnXKRVEURbESqlO+Qv72t7894juAnvn973+/cfPTn/700a9//evN+TEgbOI9NcdOd0K4hL+LKXfI90c/+tH2qs9f/vKXR9/97ne3V8eDuA8J95hyJR2WuWJ/Dinvc8tzcWXwTrm4Tl588cV/ff7559urf/3rq6+++tfjx4+3V8t56623tmfTEAdxHQPS/9FHH22v1slcuQByoVqhm2NyjHAPKRsJ8jAs0rNm/S3RXcuh9WkXhI1OTxlHcX3USPmG+M53vvPoZz/72fZqGYzu/vSnP22vpvn5z3++PTucX/3qV9uzdbJ0FIMOhgeN7dXxINyh89teLYdR9muvvba9OgxmTL797W9vzv/6178++vGPf7w5XxtLynSPd955Z3t2Gqirw0PD9qootmw75+IKyZEyT9s5en311VfvRjCMFjCoG3tHXdoTBteaHH2D7iHd+YRPmNqZBuyMk6NhpLv0x7n+cuSVfkwXR/PuPSGusdEk90wzcRgX/tOP7jCGbxzYcR96eQLT1yPTbJ4h40p70L7NG+68Z9yGQzymE7AX7uMXu8wD4Idz3XOtHX6IX/f6SbvUXaaP9EDG1+ZT0k3md0xGnKtP7uEu5YzheixurvOesvO6p8u8zzkYRobFOYylHb/cy/v4MQzdkgYM+VSW+gXLMUfTU1wnT1uz4urIxtDKDDYYVFArezYs3MetFRmo6L3GBwxfOM+4smEgDOPvNT7tOW7wB/rzmnvGYyP72WefbY4ZPnHaUI2hHDgaFoY4gXPiSnfAUTfKy+vMR56PyZLw8S+c4xZjmEC+vM68YW+4GZ9yB2WSYZgv4Gic5rlNF35xh8G+zQv31RFH48zzTB9H7Y0TjKcl3RA34Y7JCIN7DG4yDVxn2ntxc1//kOnO8yTlleeGk7pQTtgbd55nHLjlWtIeY1zki3uc68Y849/z4jp5WhOLq4PKTwUFKqcVHbJBaBsX7KnQ3oe2AUuy4YFsVLJR00DGn+g+G5N05zXht+khH9xr08p5L66WtgHMxos0Kct0x5Fraa+hzdOYLImz9QvYZfrNexsObrw2zjRAnjwX/KkvwuS+aYVWv4Th/ZSFtDoD3BGGMiV9xinGnaaVB25SLzImI8j0pIxSflNxc25asdOeY5v3hLgMC6bkCJmGjC/dKDeMeTJc0yXpl/MMt7he6p3yjcD7Kd47zoF3gIPuH/35z38+ylfVQ2OzCU/Tg3ezxMU7vqEB2dpOMzQw27N1sk+exmT9zTffbM/m05P7H/7wh8056fIrccK2bHz/+9+/c4sb3rseAv4J5+WXX37mnfc//vGP7dlThk7nXpp/+9vfbu88hffUPfaRUTIn7rmQZ+rP3DLK1+p8P0G8U7z55puPPvnkk43xXT26wx8yJl7/sEjIC25++MMfnuTL/+J8VKf8AOE3ChpTKjKdyZdffrm9sxwagf/8z//cXj0Ju8f777+/6UTmPjjgjkY0P7Si81vTR0VL8/S9733v0R//+Me7jpAOmgaWxjY/nkMfNM7PPffcptG3EbYTQMZjcrdBpoEmrvwoC5An4fEQN4yyHn3xxRfbO08fGPBHeuZ02B9++OEmnFYvpC8/4iNeHghIf+q0LS+6yY4H92MymsucuOdC2oZR8OxOXTnywLQL9EI+v/76663Nk/hINzLmwYdy0KLefaA59EG7uCBD5S2ujKFx2UxVaXL6C5zKwuS502HYMbWGndN7GabuRHvdcuSacMCwMKQl42TKDrDXTv/Eo1vsev68xpDGTCfxZtz4IQzTmWT8v/zlL+/Ode/10CDenZM+jNfvvvvu3Tnh9fKUbkhbS4aHkQyLNEm6J7zMWyv3nh0GmQnX6UbSjnP9akc6IGWFO2TutfdMf7olLGjLbqZNMsx0k+kxDo7a5X3SlnGR/l7cbRrzPK9btNd/hsN5pou42/scM3zlC/jNa85TP6S79ZvxKZviOqm1r4uiKFYEI/hDptaL66amr4uiKIpiJdRIuSiK4sLw3vkHP/jB5rya5IdN7adcFEVRFBfGh7EaKRdFURTFSqh3ykVRFEWxEqpTLoqiKIqVMNkp88M675t7Jn/CPzb8+E4c1wIfafAbQysjTS5SwPmcRRkuRe6Tm+YaIO2tHn7zm9+ctKxeG5Q9ZcOiFFk2exy7LqKLXXGWHvcn9Yvh+lhyM+xj0NNxGiHOXeXl5uCd8hj8hO6P+5zzwzrwc7/nx8If4oFk7UjaanBhAOEn//zx34UQsBfcp5u1kboG0pt5vASkx7LYgj0y9n6rE/JTCyo8IeWETHbVM+7vcjMX9EJYY7ooPR6G8qXNERcdOQaEc4ywMo2kOdtGQOe4sRxQ91s3t8zkSJkf2HtLCLJk3b779o6Re5cOytierZ/XX399dK1eQFZDAdwsXejSgbjH37XAcomX1kkusdjCkzQyHlvuknLMiI+n7oeMSy8qJ5dZneKYemeZyKGB3V49S+nxMGhThk5u0+YIS3vu0vFc0M2hoOM2jS20j0PHfDdCdl3/XHr1ljn4nTJTI045uAA+ONWRRqHiTjsqGcL/3e9+t2l4XcMVMgwbFNAu3XJNOBydlnOqzHuiHcYKbj641m3PLuH+nAJPARye9O6tWUvjhP9rgMre5hPZK0NRrsjLvKFr9KHbzHNbDkQ7jNdARW1lRlxU4qlKDr/4xS/urcX8EKFhQ4bI03KfK0dhp9yzLkPeU1cctUt7SN3OKeelx8OwbWV99ZbUceosdaz+vGf5AOs665wnY+2o9tk+A+HTzs9Zvx4dM5CRt99+e6P7h8BBnTKKYOH0YcS9MWDnxWL5PFlhT4NOJ4QyuP/KK69s7HliYuF6n9hxk6NOFIM7OjQ3TUDRhotfwlP5L7zwwsae3WTs5FnIHvdsZgA2ELjD3h/2P/30041dVvieXcJ9wp9LNlovvfTSxv9aQXZWOEZLWbGpzOoGnXFt3rBzowR0Q8WiU1fehIvbXjmA1C96R1+cA+loZ2jYUEG/U9DYZyV/qFC/kCvlHt2qN47YIWsMssqGuVcXkbvu0SEdPqAzyoD30PmuUU7p8TDcQStnGdCfdRjDNTqiHqEXQFe2n9zDnrbYjUqyrie9dhQdo2vaXuyzLQfKDeVnCZZP8+X1LXNQp8yTU3ZKNNx2fij673//++Yc3PWE+zb4NNZT02O5qwqFDoXg3gYF5WOn8l977bXNkYY7HwTAeOgI8Yd/O2QVjR1xZgfUsxPiff7557dXu2mn5dpCuyaQnRWx3YLPjhbZoEvyQd7QLXrnGh0gMyohDTY4Y0Dl7JUD9eBoCbnvek1CueJhbC4PoVLvArmiWxphDI01OsnZEO7nqLWti/ixMQfqGbrFnt2zcsSG/ns7GyWlx8NwJ7CUC/qzDtNxCjqn3lGPkbvtULbF2BMWbmxD33jjjc0Reu0oOqfdyHKUUG7aNnAXrfvedqC3xsHT1z6htdAg23DTAGen5khIs5T0m43FXGgkMgwUb0NFep3W6dntAw0VhXvJqHot+BTcQgVWflZqjugaeTljMkWvHGTDUBwXGtnUC/rKUdHSjk6993gIjeea8CEov83p4WhY0xtszKXXjh4LpqqXjqpvhYM65ak9Tqn8KisrL1NUc/bf7YHSKVTpZ4l/YMqUhwVhGobGyKd+0uv0WM8uaWcDetAh06lRwNp3KTnSWCs8bfP0m2klL60OkCEPLuiIjpXOWRwl5ZN3rxyoX6fGIM97MLpyFmYOx2w4rhFGN5RJQU+Mssb2eh6DcoGe0w31HHt0m6980H+OsnqUHg8DeVBP0e9YnVFneX+q/VTGus8p7bF2dArK2S43QFtDOnsPDOwxfvMMHc5OhoaSYczGDA3y1vYJQ0G4uzc8dW9t7+/PqhkE/cw9/EOGoyFewvR6eDLbuE03w2jrXvogw8pz3EGGaZp7aerZJaQn86zb1pjuhPB6YV6aMV1rr126I3/oNuVlnrFLe/Qlaa8sCEe7dG98KW/AvXqF1C3GMkc4pv2hgiyQc0/ugM5SduA5Mk7ZqnOvMUnGYVnI8NuyX3o8Dsgn5YZJebU6U+5eo5c8z/DUqaSOOJ/Sr4z5T9PTb1s+bpn7NemI9CqdlfOWoBDtw0MpYFSwU+udOOy8x6AB2OWmuCylx9vHznsp9Ce32H/0OPidcg+mtNoviz/55JPu5/rXztBALJ6G9ovG4jjw7p9XBGNTY06/MX1XrJfS4+3DlDTvi/MVyi7sT9rXf7fKSTplhccHPxq4xfdANBAffPDB7HfbuKNQPoQCRl55T8m7pyWVcB+GB8zuLzW+8zzkg5bifJQebx++PcjvSaag3eCbhH0+6L1WauvGoiiKolgJJxkpF0VRFEWxnOqUi6IoimIlLOqUeTec/yU+FPiQi49M8h15Gj9M4XjIIiNrgfc45g195/tyrjOPyObU74un6OmG945z3/E/JJBVyglzifJKOtBPmxaNUK5Kj8vIuouhTTqnDG0De2UNk+WNevsQ+5Od8E55DnyOzm88vX/ITg2f0V8KROQvGBzbX5mQR7pRTtcM+fG/UP8l7NHm/dy0usl08gvFJcrq2kGf/q7oP6vnrF+pM+pKqyPqDm4sf6XH+SCrlB0gz33aI3S09Bektg5mWQPLW6YH3aabYsEvUXwBx1fGfE079svCKeDJL1eHOic8YQ4Fc/IXDL4KHArW3deEfFXNqmb+vnFtqFu/lGfUOVSuzXkLeR8q2PbqvOzSzUPb7m0fkA+6PVf9mlOf+DKXMuXorvQ4H1ZXRL75lwvyZNS6lH1+2aQNHDre7dWzkC7uY2wfaUNYK/2cfcrq2XbOk/CE49MMTzntE5RPQJh8CsKd9vk0ztOR9vgFn6rwr3ufvDQ+vXmdcXGd6fBpHAxTN5BhZ9rEsBL8ZJxiWIYNrd9rQnmlDAUdpbxwq7uUf45ulI33MlztMKI8MUt009rhrqevh4z1TFLGY3LHvfbWfcsBdshYnWCXfqWnM8LqjYKt41J63E0rsx6p33SrHrmPXrN9Vj+9MpD0dEm4WdYE+3SL316ZeajMGimzprU7MDEKZMScDBVm8/QzhLe55qmWES7/42LHPXd04gm43bKPpybu86THU7vuYSgom/BxzxM2YWJnXMTjk6DuBgV3tx7DngXbSQeLFGCHIc72SXyfbcZyEX78krZrhKdr0o+MeA/kUywyyrXOW9pygF6ndMM9dUl8uD+mbhwx1FP4fdydC4NemA0ZkzuGhRuwQ7f8c/6b3/xmEwZ1FHvKC/WK+6yHb91N9qlP6q30uJuxjYES2kHaXHSGLtCtMsXO2T5n/3DLea8MtLpgJpV2fS6UGWFRqXPN1lwDszplOmEqL5WYyphT2HQ8KNCKg7CZwqXhdXMK7qFQjgjfRgHlouTcahE3mGy8E8JnUXL841c78Bpc3N4NEIDGB0MDATZM+GsL9T7bjLWLpe/arGLNUBnRGXrHoGfkiI56+ABiOUHuu7aFA6cyiY9ycArd1I5F90GH6BajfsbkTmOLLrFDt/Dv//7vmzCoo0Jn7H3CbdmnPrXuS4/juHXjFNQx6jC6RKeAjGmTeUCmLPS2Su2VgVYX1Oc5aZB2Sj3bh4fOzk4ZYfMEZSXGoBiWzRQrdsvYri+OjjRLYOTL6Np0zKF9qgMeJDINvcI4F55AScvSRmeNICvf5wG6HXtAakEGKVMegKYYq4jH1E0xnzG5ZyeO6b0TprHnHg04jXevzs3lIW/bty8uYdzOKgH12XqNbtBTypc6TsfMvaz7yZwyMAfSwUzKklH1Q2Nnp8y0lCNNYQTMy3lAOTSuWRiYhnzppZc2wrdyMpLC0KHmEmtZCHK9bPw6ZS6ExRPb2ENADwpf7jFK2tymzjQTLvbJ3G3GeEggrHZKH55//vnt2XWB7B35AhV211Ow5SDlOFbBgQcYOvF0f2zdyIPY7u1AxuTu9qzKm/tZNgRdY++HgY68Za7OGEFRjnoPdKXHcahPdJztkrbokG0xuU+9bh+E0QltGPe515tGnlMG8N/OaLXgnzqPaR+0sSu2DE89owyCYhh77yOLQXEbOw0fB2DSDjcwFJI7uwxj6Cjv7HEDQ0W+Z8/Lf8j4sEs3pi9NxmnYed9w2zT3SPsMN03mK+HeNYK8yWtPR8gu7dIN/tqywXXqKGXIeesencChujEc4y+ekLpAdy1jck/54q8tB5D1d06dwL1hpOmlq/Q4n9QNRv1Aytyy8PHHH9+rx7aPulXubRlooeykfZa1NJkeIU7iK56wmrWvedLmiW5NU5WkiafEdqZgFzxJ8tRY066nY45uGCUwQluqv+I07FufSo/XAbMcjLQZNS+BkTozI0v93SybrnkF8KTUe4q6NDzxOfKaA27rqf48TOmGp+/eE31xWZbWp9Lj9eDM1xLW2u5fklV0yjk14vTJmpjbyVIoqwE5Lz3d0OjXdNh6mVufSo/Xx5I2kHZ/je39pamtG4uiKIpiJcxeZrMoiqIoitNSnXJRFEVRrISdnTL/o/FTOYavivmC8hrgS0C+6jPtaXI1GfLU/gf70NlX57jTX/sf4zFAb+jKODB8tXktZfLSID/lRt2AVp5z/iXeB3Q0Vc/8X7ats/ihDBbTpG7TzAH5Wh5gl64EP8fWDfH+93//dzcvmIyP+E9VXi/K5s3yBDjh5T3w0cUMLyeHjwPGvuD0C0DTzMcE7cci3M98cL8+KHnKPjrPr2Sn5LmvnEmDOueYaULH9YHdPJB/+7Ur8pz78VWPXTr1Q842XtmlT87H/BZPaXWLTnfpVdmvof6Q/ixLpMt2CHrliGvbhVthcqTsU4j/j7laz6VhGb4xeMoblDT5z9uQ783RERb5Iq+nGN1dG/vqPNc2xg+mBfn2VgzaBXoaOv3Rpf34H5y4a0R1fpD5rtEK+pkqQ7u2/GPN5trebzks/zslV6BOUbcuDW0D+u21G0I5Gjrke6uLkb9cIfIWmOyUaeiGJ63NtIEdlkJzmgl7KibnToEwBUFDqhvtwSkIjvoX7dKeYzsVjSLY0cZOVXDLEpxz1mVFudlB0NHvs4forTGlc0Dm6kH5c6SisIyf/jDpjmt0hu6wy+k20H2rUyof4e5aOOLtt9+efFgr5oPM1Q3GBlAdWb+pxyzryPKcuku/We/HIAzKgg90Y1A3c7ncYjfopn0YautdD/SGXqAtCxintgmLMiHpRnuOuvNeD/Q7p3N1QSaXcaXcsHSz6b0JngyYp2FqA6eYoVHd2t5fCIApBdwxjalb73GOPe45d6oEP06vYGfYTql89tlnz4QFGW9CeDn9AT07wJ5wk/b6IdPTOUdllOeQcm7voS/0j87UN+AHI3ku+LO8iOWjhbBNa9EHHSG71qRe8tz6DL162+oHt+oAe3VKvD399uy5bnVOmJmu4lla3bZ1AZmiL0gZpw4NQ3etH+4D9rizHeba+Kyf2X4bPjrstd24adPbswPss8yQPtN1C8z6+rq3jd8YjGgGgW2e0Byxcs3uMW4k4ciLp55B6I/+3//7f5t7Pi3jD////Oc/7/ZTnjP6ZVcqluqcC+G2OCp46PR0jn6w46m0JzuZs/0ioH9G2ED4bGLSsnTLv9rebzfUR/SooY6JIxuhPg8N6saenX3QJ3rqbQpju0DZwB0j6LGd4oT6tmuzE6EcFdOoW2jrAvpg9IxuqHc9HdI2o2+h7mXdtX2kfbANwG5X+417abe0Ncwl9bwtM7fUbu98p5zTiQgeYc/Zxm8p565wFEqmPYr77NI5FZoHrF36omJnw++0Uwth08kT/pwHr+L09BprQIfokqlGykEPGuDU+9Q7wuJ00BnyuqiFeqtuxvScoD/aSjvy7FyTc7XfTp27VeUtsnOkvGsbP5962HaRJzGFlu9r+UjjjTfe2F49HUnRGNN4/8d//MemMusX8L90AXpGybuezMEGpddgLHlau1XGdK6+djW0c7ZfFN8Fj+mNeJc8Bdf2fofBgxENrLoDGm/sedeILmiYHT0n+k1dt98ItLQjsSkcmRW7QReMmnPWA52lPnbpBnCTHXkPdHhI+22bu6ueEz4PBuSrbadvqt0eBD3KoIy7dw84xXAtnGuPG4z2Y350671EOwxxY7w2bNB/2gHuh8KxvXrqrjXD6Gzr4im852jDe4js0rl2yNkj8tQeA8iztUt9+p4KiAv3Y+gfssxh9NfqvngWdYaxrLfyRI6pJ4ygZ8PQf+qZ89Yv1xlH6h3wk/Uuyx1Gbu294bHp6RZafaU7ZJr6Q75Zl7nX1m3tU0/oGNJNW45wn34IIyEey0amqTXGlaTfW+BpqT8iVEIE1WNMsMcCxbcKnwPp3cdfcThjZUXmVDrK3C1VzIcEHcWuNoF6fcp2o+hDvWrp2R2KHf0+UH5uiVkfel0TTK3xLmXJlKfTLvVO8/ygp10f5zFdzhR3O10qTLXy+mTp645iHTDVOTSs26tnYQqVj8xuaoryCqC+8eoxoa71Psg8FNpedDxnSj1hev6DDz7YXt0GtUtUURRFUayEmxspF0VRFMW1Up1yURRFUayEWZ0y7xb4jUjDe8Clc/+74L2u4efvGIdCWvmVg3cPmQdNLgVIGo4Z9zWinPJXigR5Krv8BaJFdz0oTxk+574vnvK3FHT7m9/85i69GK5T5w+Rqfp8TPmvgYdSBjJ/mbds96xjCXX42G058Wd6NMeOBwiXMjsG+Zu769RYm3d2Np97TeDvDPnlI1+7HfOLN768MzziW/IV3tSXu35aL7jNLwfJE/czL8R9iq8LrwnkhFx6X6NP3Utwk7IfA3lPhYcu9vnqFp36NbZ6Nhzsj1l+r4ld9Xmu3q6Bh1YGxtqusTYSGSCTqTZ0KdRj63LKGzuuj9m2or+Mo4V8Zd5at9YF09SWkUuxc6TMz9qD8u59+chiAsd8qmABEsNj1aCxVWNaeEJioYsxdu0+Q564j3HUR9y1I82TlbYO2aBjSu4J8h4q1/bqWSh/S0GXb7755ujX2Nhzf2qkf6vsqs9z9bZ2qgzsBhkMHdL26jiMrcyH3fDQMGtxp7lMrUjGrABt+NRCR/Q15J86gVvqxPDwcJIR/RImO2WH9r2CnR1nTpHkdADXZNZ7CIoMc27GqRS50wz+0w/GDpJ7TI0Yn425/hKucbfrNwru0wHxS43UjjRPVtpCJznlhUxzZTZJXbVTZPjxXqvHHvi3g8APoGfDMBzLSC8cKtlrr722veqT624/FKwju+pzYn3FZGOl7Km/6rW1U5fYcU87w8MkvXZEPXv03DDHOtUqA32QW9sGg/LkKNqlnK271mvr6i5wT3ti+2EasLdMGJZxWB6gVzam2HfXKR8o2nbsrGxHzF0c3k/B9IDTFcNT9sY9104t6B93nDNl4lSGYJdT1vgVp1j0gyEeML4exOe0hPTsAPuMk3Dz+qGBPDx6Dp6rD0Bv6kMdca1uMizc6qbVN/b6SdkbHlAWMj09XRJOqzvDNRwxPQ+FOfVZWU2dEw5yU5fca+2mdngT/HiNXnVnXIaF0R068x7lodU1cO8hlgHy0qsTWQeRQdY9y4Qy4Nw2Whl6zpH7GMPkXJnqT3SLyTgFO/yAusw4Mlz95zmku6RnP+U25cZ5T47nYnKkPGf3FqaPfbpg1DlkZjOF4dTCIITNEQZFbp7Sp9YnzpES4H5QwuZ8UMjmfNfoF3ianpN+aZ/4Mt0PFZ5q0a8jnJdffnl75wnYo2f1QTlAxz51gtNHjrxxgx57EM5QKbdXz0JZYKEJ4h3Tb74KmUO7Y80ts6Q+APoY2ojNyGRoMLe2jzaLR7BAD/Wc+7hr7VjPHl3iz/aBcHITGEcp6HKsHbEe5lQl93D7/PPPb23u81DLgPVwDOoi7Wc7gqTOKntky4YzXCNzRshubIGdbXBOC7sbFWuYG46gP/xMTTUnGYf5od4zk8PomlnVXVCeYJc8krZuHHOafSmTnbI7cfSmCxCQmfd4LOYq8BjYILCaTHEfKgiVg6l8GsjetOeSh5ds2PeF94CffPLJxvTSU4wztz4nTBe2u4JRLuh4gfs8sPXseky1FcduR4r9YIU9dIEeYepBeQ7UUx7Gcrp8CZQl0sKgYOyBfl+cll/TrlOTnbJPrDydZCUjIyiO+zbawrvZXe9ypqBy0wBkw0Enjf0SSNuu3WcoeHQUGJ/a5RgdyC3A8pZjH9MhY+SU7/XGdoehjNChHorvAceeZBk9LXmoGxtt3SJz6nNCHWxHRYB77qELR7Q9uxZ3DzNu6h8j2mO3Iw+1DNBpUTfy4ab3ADaF7+J56GUE3baLYxDPlL4oQ7QN2VaAbbQPfr2O+8MPP9yUqbkP4ZbjXQ95pIX8EnZb9nct/XtShqfbnQxPJ5t5d82Qie2dJwwN89093ymkHe49512E57jJe5hBMRuTdpDvGghDtGvThPuhom+v7qcnTesPyG/G8ZAY0yU6SR2k7NIOd5LlRnm2ekRHXud7SHVnelIfnBP2GKYX2rKb/rh+iLQyyTqgHTJsrz3iPvUGrV3W4ayHqX/jEOPAWPbSLXr3Os8zfMH9QywD6CHzmrJJmSlfSL1pn/pLvWgIK+3HdIxR3mmPXeoF/4SXboij9Wecbfwt3O/F25psr4S04OdS3PTa1zyF83TWPgXtgi//eLJb6q84DzxNt6O3xKfxqad8nux5Sp87EiiuiyoDDxtmY/gCe+yvgjEYXdO+LPV3TG66U3Z6ekkWUQhTF1VR18uuThl4sOKDlt6UFxWWe+f8dqE4P1UGHjY8mPGaa1dbkfDuehg9X3ZARqd8yzA9kVMrUzD1k1NbxXrIKai5oPd2empJeSiunyoDD5slbTrT4Wugtm4siqIoipWwc5nNoiiKoijOQ3XKRVEURbESJjtlvl7mxXcaPp44F3yMYby9/9fWAnIifSmnNEJ+1pyPHqR/6b+OPZAR+T8Eyt4x0rILPhBpt/tDb+ThmiFfmac0fq18KHxcSXjngLLwX//1X8/kRZN5ouzs+m/1mrl0W70vpHFKh+qM4zXk5yhs3ixPwP9evCwHPpDAi/+PzYUX7fv890VcxOlHPmtDefghCflsPyDxXzrd+D/nNUB+SP+l0ovez/3hHWU7yzf5Nw2tvq8N8mXas14jZ88PBfmco6629Qg9ZRuDzkhH6pLrfdqhayF1alnN/J8K4tynTmTdQi9cJ+g3dWZ7dOssmr7mM/FByZt/f5fAqlBL8QmJOHMJvzXB6GkoMJOfz/PLxVCQ7kbI/GqF+3OM+A6FVXY++OCDzSpMlxhlHLJ15D4wkiefY79QoDf0fW2zHTL27z3161i/AA6N8/bsdKAjtled+peU36CGRnyzGp0zNKStXff5VkHP+7TV+7DPTlvMYkxtrQnod+iY73SG24ew3ebid8oUcheVp3FymsGGigrjtfeoDCxq3mvMckrN6QkqER0ZGFYLbvWHcWoRe+PWX07t2Bl6DbpX2YSBO930CgFppMOds/wnnQsdm7A5wz4PKucEPfK/NvlDF7nJBCgz5DBHblzbsbc6Igz9YHSDzFgSknNop8DTj/YcdZfhAeHotvdQNGe7N/Wd6bglsj4qo5QlRqzrGOufpB/1Dj33XFseiNM0EAb2LXOXbKURp+y65CcdFW1XT/e3SLbVPR2mnTLhXN1g533rMnbUI9x4D5Cz1xh0bvmw/iYu57kL2kn6D8sQD4/7PARcFU8GzOMw/YEzzSD8jT3TFXrPc905LQH46U0bYZfTK0xXeJ1hthC2U1fpzrTmtBZ2xq1brtvw8cM0TOYXcMs57hPdJpmuBPs2DGTShrkmSLPpa6cKsTfv5GOX3HDjue4yPM4tL1Pn+FOXXJs+4xpbppP7GNIJ3DfcBHvDFPy3bgnHsK4V9NDmgXwqN+SgPFo9eJ7yUk76M5x0ry6A+DGWjUxL+sVNS4YjPTvAPsMgLb0wbwHyhSw15F3yHFl7rX5FGXJMP4T33nvv3YWt3iGvW/n26kkbNvTsAHvCN11AevP61pg1Uh4ES0u7Ma6Aw1Mn1zw5DcLc2MGgnM1xalpCWGg8twNkem3OdEtvwXmepPA/KOzeaIenRUc3pJm89BbLF8MYCtfmGr9ctyNFVopZumh5O3XolmdrhGlr9MqTLk+mOYVNPtATT8vogafXKbmlrno6YpqK8kJcOaOQ4MZyRjoIU3kS19AQPPrnP/95t11gTm2yNR9uyAdP7ZTbtnxm3uZwya3dTgWvK5A/elDWlNGefhhloUflhT5Spil/lrJEvrQNzJgRDvVSPUI7asINYVBeWghnavvXlraequtbpNdW00aPbZmJ/rJ+uo0lbSRyRg8Y+Na3vvXMtootlAHaBsLGHGN7VWj1fSvbbfY46JcolNVu67aUXTs59aCBpZARP40HBWWqMb10JWQKhoJ8LSAvOk0rNwY5s3OMUJGpfOigN8W4BKcuiWeunPYpc4SPLogrp9aLp2SjjqGujeknG/O5ZNjZcSfYc584e1Ofc6Ezopyw1/NDZ6oN5FUAssJN7pjFg27qq32QHYPwjrW9Kq+UaHvmPizfAnt3yiiRCtp7kp2LW40Jo6o574p4Sufpd05hIY1TW8JZWBkBkBbCBh42gPvca+Mg/jmjJZ4IaRh6clrytH9OkFebX/TCxzWATGgsqSjkLWc3dsmtB6OmJZ0s8VJRs2MlDVNxoVc6FzoZRtOUg8RKb3nYxdJZkmug3fqPOo7cevpBjtjhRqYedNRZPsCNPcw5iqJuOzJPCGfXLBPp4nsEOhbSmjykBh6mtswE2kMeVml/lRUPMuhdPxxT11P43vfQ7VVpY0g3s3Ytt7LdZpeh4I8yFP67dwhD57a1fYr3dJfuORf8YtcLg3cO+vFdhO8RNLynSNr7GPxivM53DpmutDddGM5Ji/Z5L/3I0CDdy2PGnaaX59bvmlBWmT7Sm3n6+OOP78lH/YzJLeXf01Ha6ZZ72mOX4ZIe8Fq7TGebFt6H9dKWEJ95afPMPSGcnv9rIfVBXpKsj94b0w9Ge0zKDHfpT7l6jcF/pkVST9bJBDvtWz2l2aXjW2JKp5C6wm0LfrKMA3JKPxlGujXutNslZ/ygO8gyl6aXTuDeLXOVuaNwtBWuV3n3hQI6p+Lirlfxd0Fab7FhmCu3tYIuew1aQkOyy01xWtDBWIO9i339FctoO/iWfLBaAu3LMdv6NXLQO+VL0ftt5RIf3vDuiw9X5k55AlNATJ3OmdYtzgtTd6+88srotCoMjfpBr2yKw2HalXeNS983M2Xbmwotzg9T3LSDc6fEgSl0ptn9UO1m2XbOV0VOo2iOBU94hjl3FDz36Zvwdj1BXiv7yG2tjM1k1ChrXSwZNTG74XRpcRqyXZ7LXL08pBmq2rqxKIqiKFbCVU5fF0VRFMUtUp1yURRFUayEyU6ZDyP4gf/Qn/j3hRf7fHST6eAcO/+fK04LMl/yMcYcCPNY+qNcHjt9twgfI1qH2rqc9evY9Yowl3wIuQTagWMuArMrrcS11i09U4dp1pC2KY6twzFoI4gnZUM9wJyqfO7N5s3yBHzAc4lP0PmIIz+sIR35kRT3rvn3m2tAHRzzAwvCothd+8dg1wp1Gfm3dfraPkAcy8e+UM4Jb+yjo6n2Bz9Tfs8F6bukXpHHrnqNjI6ls7kQX7ZhnGca1tYerXb6mtV4plZ94R5uitNxiq0bx5ZWLM7H0HjeW73uGuG3mKHD2V4dzlRbg5wo/2O/wvGL1tCob0Z9a+Ocv+/xu9IucnXFc4Dedm3zOTwo7Nwd7pwc3CnnlIDTYmmHUCjUnFtocZf3W/A/p8INTztnmfp4iKAXlpLk391hVPDMhhzcV4c5RZa6Td2ge+zahsuykfewI8y8B07R5XS17kT3+imehWUXqTv8Y98jdWudVvbotK3f6IPz9jWC4Yju9Zt6E3VOHFlWsly1/ryX7i1vrX2WKcwcrnVLz8y3+UVW6s96i506xGS9TbmjO9EOA4RF5+YWvalnDNfYs3QnD4Rt3GI5w2hvWBmmaVHPyD3TLXO2+eShak1beh7UKSMIFu0YRtwbAwiJp1iexqn4ZJgCy5MkT23cZ4EG3OMmdy8RfirP3aPGYH3Wdg3j4jjQCbtGOIW6XXSBjppKqN4p0JQHRhzYoW/XyrayYJ96pWJRibHHsH417+ywI2waQ+yJi4rHfcqUaaFC406o0MSLn1dffbVbSYsnUEeRETJsaXWLHNEr9pQJ6zcPztRvFsLhul0QB/diI4wd4eK3t1ubOgfXVM82A/3jRmjgGaGhd91TFnNtfOwtC7nRCmGZrimYKeJBZhekcWoHunOAPOy4lAeQX2SPvmg3yTs6Rbbkj1lH3CBHwrAT7bXVvXpm+cCedp7OkDhwg67ZnAJ7ztu4hWvqNn4of6SJNsVyRPzGSftkx4zd2EMTMpizIQntkuv2X5whQ5MMQhx9B8C9QVnbq/vL33HO3L3ojvtEm6YFN4Nyt1dPIC5MghvjK44Lumv1hE4BuaduWygvuFc3rT65xzVlIsPH4LfVK+eWH44Zt2Fn2SvGQb7qEZS5dQtZtjrxHkfbAnUM6CTDFOx0A5zrrlefwXCzvKDXXviZHtMNlI/0zzl2pLONM8PO9EmbB8kyKSnHS5DygF5ayEtbd5WNeE0ecZ8GeYzVM+xT7mAYpqtNY8aNuwR3mFYH+DEMwh9LD5jmJP0LacB+DRw8fT229SJPZMDTDE+u+RQ9KA4J35liXaCzHFFghoL/zNaNLfjjCR3Q8RyGinAvnkOW0Bsq3/asmAt6YmSUoyp0nTrxveQbb7xxb2YK3VG3aQOs74eC/omT0bBlCZbuPT62366jq4dA+z6ZvA+d4mZ0OneqttdWz6lnjJ4drRPnXJbqh3aIOIiLkfYtsFenjMCZVti19SINe/tinymInGroCZLpkbmbWM+ZfiqWsWvrRl5HUDGzYlMm6LSpgG3Hio6ccqTcAFPUbilnOFRIpxmXQqdAZ5L+9w3rIYEuh1HDXUOrblN21lHuoS/uMY1NPT72lB/T6ZQDPsyh06e80GbklPUuvTLlmh8dMaVMWndtYdgjBxdzWNuWntQt5YUc6ajRL1PDWX97W6722uq59Yy2gg59ycMa+s7+ggfA3Ga3hbRSXoiDPOWDpZDWuQ90S9J6Uoann1GGDG2G/63BXpgG0H5suqSd5mGaQD/tNALgPsPKdLRx9/wX+6OsU85Dgb+TP2aobHfThRrcpDvDQdegvbrHP/TC8Ry3WVYoE3me99r4McZRPCHl1auT0sqRa1Huwv0xOeufsmB5wGSb0dZfwm/LDrT+2zA8xx1kWck4srzpFjL8FsJSXq1suCek91JlLtPfmrxP+lM2TttitMs8pL1yHKtnuuXY6oQjcaV9psMwMh/aec299PPuu+/eS19bpoH4Uv+6xeBXUseXZrVrXzMdsStpPOX2plGLoiiOBSNrRupTv9UwamMkeY2//DHaZETczo7dAuiFEf+ufmJNfclq/1MenpImp6YpSDmlVRRFcQqYtmdKfOqd5TCKe+YdbnF5mJKmn+j9ZSD0M2va0nPVu0TxhPrhhx8+U9ipHHx0QmUpiqI4B7w7/fa3v/3MiPKaZ+xoS/l3GBgI3WqbyvtzPkhsv3ehs6Z/Wc375IHaurEoiqIoVsJqp6+LoiiK4qFRnXJRFEVRrIRFnTJfROe/bZeC9yC8ByA9Gt73TH0YVswDGaZcMVMfSUxBWTGM3r+M14b/RWJSPvkv6JpJ3apT0p15IY+n5pSyIv3kowd5PmbcKc9L05bJhwDfHN1km8875TnwDxf/ieW/XZfAf+CELPg/m//P5X+VxXL4Z08ZK1PslqA/sOxcM5SxrC7Ip/3PcamMLkHqVsjbOfXTxr+EfWVMnOjvkLiTlCOyW8M/rqTnnO3zucr7NdSrYzJ7pHyKbfyWwoiEr+TGlmLkHl8QTv26UCwDmQ6VortazhSsosNvIsDXqtf+Pzn/cQ4PGturZ2HmhnrhalFFH+rw1CpNUyDbpeVQaDOGDmt7dTjomi+xgbJ9i//4TnGILpZwCzNsS5nVKVMAp7bxY+qEyuYUSgqynQ512gylamcn6nSE4bSdP0vn8SvUFH7SX43j8eCXCX7Ah57e0JPXHP/7v//7bqcnri0P+sOon57OudYeO6eHObf8gH4wxqG/TKekXYZj2BjiasGOMHf9NkH5vIV/59WnxnpoHeeIPTIB3SFfSd1kPc51slPu6kM7jpkOws4yxbVuOW/bEGnTKhl2loVkTA6ExeCEpSqxXyvqSl0gLzA/ysz75A/5tfeVA9eYni6wJ3yOus2wEu1SJ1ynvPFLeCzjTPuDXYt5A9wT3licV8V2xDwJUzNMR0I7RcLUAsFgmAbDrfdx69RDTpERVkaNPUumZTgtrR/puSdep5aK5aROMVN6Q9+6yym81DdQJixD3MP9Z599dudXHeJOO9yjR845Gj/HDN9z72Msg9hz33vCOfZZXjP8BHm05Ylr/SUZxxppdatJXeW5+kVWurVOew3YaZ/ywr/hIVftCU/3gCx7/o3X80yb8tev+tNNuvee4XKunvGvfdKTg+Any/saIA/KBHmQXgxyyHIOmTfkoMk84gZ/yjZlkLIlXuPCjTozPsPxnPtAuBjs9K+9+uDIdUvGYbrbOI3n2pg1Umbaesjk5umDJ5ecwmbabhDEZr9NR6lOVTK9ozsYhLc5OtL2iQb7//mf/9lMPRNP7wf2nA6dA/s8F/szVAZqyMaoz57eGPmo17EpPMoAYThCQr9DRXv0z3/+8xmds0wh19jrnvLF9GOOVHFPmDxN89QO3De8XO6QzU1IO3EK+SIMXstQnsmP5atdwJ70O1U5hyzzayR1i0Fm4ohD0CnyB+o457mYj35zIwamNWknkCmjyaz3Tl2zKFDurU2Y+0yHEge6xr/6F+JwgxzumQ/yCOgb/+i/bS/G5KDftTPVLgMzX+YFvSCfsfqNnqwblJcW6iZ1i3KVbYB1UDlSLwiT+kr4jIBtG8ByArvab/JE3mCq3l8jOztlhMb7tKzEZD638RtDBaEAFJEVhgKTYY69Jy7Wxb56ywp3DCiXlCvIcjXFWGfZdlI2Yg+VbLz3BZ2kTKHd4pHrQ6ABJmzKwdgU9Bi0YZm+fNCQY8hhrfAakIeWll79ph3nnAdYZD1Wj+aS4WcnWjxhZ6e8axu/KZjzzw7dxm6fLfuee+65RQ372rZQuwX23WqRhphGMN0yKmrL1RLGtokco7dtH/lw+1EbGuza0RDpX9KBZMdzbVBHqWfqGOicljyo9Lb8Q74527Br21dHSmy7CL1O1xEYbQu6baENyDhw4zV5zPJIGpNjyGHNkA/qIPmjbsBY/fb9MA8u1DlH1EuxHUhZt3IvBoYCPcogwM08PUcZCurd/D3mf/2v/3V3zvy/58MT1907iDS4geFJ+p59hovfHtjjD1r/hgvprliGOh/TQyt38Nxy0updXaQd+u7pnKN2WZ6GxuDuHJN+s5xqRzgZFmlo0yVtuW3Bb9pnuBlO625t9HSbece0esFA6h1dZFipG+thygg7DOEmGTdhSMZlOJDpQpdtHHnf/KUbzk1fm8c2bdC6kZ4cL03mE9PqxPNML/bkJUnZY4CwDF/3KZuUR8aFfaaLsMFr7cb8c551NnWU6fzJT35yd058vTiviZOufe1TWI4cePLad6qa8JhC6U01CU93PH3VtEhxTBiVMbKYGgVT7mqjlKIoDmH2f8r7wEceiVOE++J059SU6fDUNdlpF8U+0CFTtsawTFaHXBTFIdQuUUVRFEWxEk46Ui6KoiiKYj7VKRdFURTFStjZKfMpPP+mYfjQ6pyfsPMOetd/caSJ93mmEcPvE5hD32E/RPigKWWpUe/Ie84/oYTT/lo0F+L6v//3/z4Tv7/AFEVR3Cy8U54CJ36K7mf258JP5Xu/KwCfzOcn/pxjJ/i9xk/iLw16TjlC/rKyC39JGJP9VFitDikD/BYB/oYxVh6K4+GvKseiV6YSdIruLTsa/Kj/4nCyPp2KU9RRykUuxYzhGvtbY3Kk7EjT30D8efxcTC27R9pYwGTq16ehYNxbxKDYnyVftKOTsS+Vp76cZxROWRv7ZY57Q2dx1tmahwh1y6VLjwE6Z0nFMZhRobxQbjBDR3y3shRlgWV+p8pNMQ/qDW3isWnrI3qb+nVwKcyQ0Y7/n//zf+7Sz5Fr7G9tBm2yU0awVBamD52KzMY5p7ZzSjOnQGlogUqF8rBTiF5jcqqTsLBjNbExuJcrAPUg/awuZBqK5aCXlJ96FHWlaSuI9oSBX1ZUGtv1pXYBWwc+/BwLOtaph3ka1qnOgo6aB/B6HXUYtN1jD8v7gk6mHrgOhTaDdn5s9T/suX9LD2073ymztBxPrS4ibsXwaZqnIoxLGNL40jBj99FHH22ecrGzMcaeMBUi1zQAPpnT4L/yyisb+6mlMhlFv/TSS9urcVjOjwVHimWgL/SdIyb1KHbW6MpGNdcLtnww8kEHNM6c00Bjn1CeCGPOf76UD5dfLJZB3cSgOx9sOPfhqR315D3Bn3ZpD4StveVjCtzgZ9fIii0xpx7Si/u6yk6Kc+xy4OTDtG12ez/1aJtvOLrF3k4eO8LBjnPJNBGmEBZlrZe2hPZm1/7btCvZLl07s76+5kmVRhQFYFAk65/m0y/3aVB5csE9AnfxEOxsjOXTTz+9GzHZ8KNQ7FTClDJowFkPew4WqmI+6Aud5ohJPcrzzz9/rxOGlHX63aWD2gXs9NBA0rnxQGvdpC4zQ4GuqVPUP3XFNQ9T1n07cUa22GEoDza21Hkewg2LOPQzBuHzkLULVgacep310Ek9YuiksEPntLXYcR+9AG209a2t13SQlBP80Gb7MESY+MfetcYNDzvCyTpMObI8YJi1JGzSRFiOsAmjt3Y56Se8OVPhDBx3lbVrYec75XxypgFGSY5Seg0tgqGjZYTKSHkK7qswzBzhF+fFB60e3KOioW8qD/osHa4XOjY6ShpZ6hv6oy77GgjdZT1Ep/m6iq3waFDRufj+n7aARtaZDsKgod81o4G/udti2gEUz4KckQ91EQPoi07R72rQTXaaY9BBWufRv2WAssHDs+H3SB2xaUw+cBGOYVM26EssP9D2J6Q/R9e7uNatGlt2jpSpaPkEwtMqlcgdRbyHQKmwbAeGwMcackFZuQwn0xiEQaHxyczdSLIRENy1+96OUR3FaUD3vGLwoWqXzqeoXcBOj50uD8w0rNRXWDrr0DaeydS94rTQyVkXD62PPT3SQTqCnkvNaO3BIOBRhkZy80sCn53jFMO18Gm99gb1eezeMXSc9+5j0v9QiO7sOQfi1M54sWshnAxLP/oTwiWdxTxSZylHSH0j+9S1Bnm35SXvZRitXvFHmJDlQL+S7or5IHvrDOfIVB2qC641lAXhHD/qRflzbTnh2OrJcLHP+io9e64NUwgn01PcRz2qF47qWLmpO/WtTgF5Y6/sU4/YteXBMAxT8to0Yee14RKm5/rRnbRxwphb0oz7W2CyU14zKGVOJZ3jptgPKkFbEdoGdgk2IlOg97bBLuaBfG18s2FDZ9pRX2z4MLhPP+rc67Z+cZ1uIcO3ExDcpD4zLozMKRsPHWSk3FIv6oQjRh2kXtSzaI/RferWc9CuLUeQaTL8tEs/mBbCsZymP4zpgp7fa+Wqc4JSsiC1oNC20yiOR0++hzac+KeijkHls5IWt0E2vGNQz0vvDw/agqn2AOgHdrm5Jq5+lyjei33zzTf3PhgAvvLjw4J6n3w6eKecv0zBMYoTHxf29iXmnVb7tXdx/fgtyVjZoTzwDUFbx4uHAW05H6v13pHTBnHvltqF2rqxKIqiKFbCrP+Ui6IoiqI4PdUpF0VRFMVKmOyUeYfnz+hpckGRufDeCL/Cu+CxpdVuGWSay9VhePe9j0yPjTrCtLrJspD/rZ8bl+frMXVvX8grYWb+OcfuknLYh159XnMdVM5tmjWijh46yEHZ0L6mTJDlWHnF/an/L6ec+V/8PlC3zwmyo11WnhjSgBxPDu+Up+h9DbvPF7ZENSO6o7K2XyjIv18rc0x5IOOpL8nPCWkhbcfQ+zF14C8R59Ir8fFlsBBvxs29/C3jGiD96tVfn04tT8r6UjllXcFvWzeQPW78IntN9edSpDzQKdeAXFKe58a07FtXSPc50468su1L2XFUrqdir+lrl11bwlBYtmfngafCNa2Vy5PXUCif+aJY+LKUL8UPeZo8JqTV9XP3hadv17c9Bi7Pdy5YcW7qq07u5ap01wblbWgwT15PWAVqCbvqCiB7vth2NLi2+nNuHOn6twltNLqFXOf6EpCWoaPbXi2HJUSnysIxofwgw7Ev/UkHZTNnIY7Nok6ZBjoLfU6XZCJzenaskuRUI26c3sBPThFol6btKJx2JTwM9/lVhwcB3RM+93SXaceI6eCIfU6btNN/uIExOYid065l795+++3NovFrgGVU6QDbX55EmWtsFIRrGwLuWw5ShqJeMCm/LEepB9CPOgDsdGf5Mox0l+Fq2vTjxkZtCmRknNcI5dJlbHt6UM/eo6z3yjt2TpF6D5A7y/Hy8MJ5hqffhPtz6grQ2edGBmuqP+eGjoT6hmzRAfQGT8ofQ530WtSh9dR622J5aN1k/R7zC7rBmN5eWUsIjzJkHMC14WQ9TPsMRzvC6EH52bV9LGWTB1nSexK2I+ZRnHrQOAXh1JcwncQ9jNNIuuGY7nHDOWE7HeA16Kc9J1zjT/CHG8MFwiVNYB5MF2RYnmde8Y+dfpjOMH0ZduYLlEOS4cjYNAj+ze+lIK8pc9Nu/sH8A/nr5aWVjXIG4uA63eR5yixlhT/OuZ/utedoerweiwPIB+G3ZFqF/KcMAL+m8xrIMo7pleM8152y6Mnv3XffvXOnLFKuKUviJwx11IJ9K8+eHRgG4Qnx5vVDAzmpi1Yu6AOZZXnXLbR+qTtteYe0JzzLEHaGjX/C6ZUBzk0b943PuHUHpld3ugXsjDvPSQdpBI6WHWUAuGnzZhpasNOf4DfTeUxmjZSHjJHSe1vxuVmETx5DhjaLeLAVG0+v2A1C2LhpN47IaUinAwbB3Xuy0w9hpH/iaGGBfeMinS1On7hbCjClQzpIp0/buiM9Tpc4fckmHPlkRH5hTA4J104rzWHuRhvnADkhn3wK9UlakCNya59sWxwxISemxpEtckFnPAWrQ6Ac5e42qdehQtwbSaEXppuwB8sX1zkNhTv1kLrs7S5D2tiacg6WkWvB+owx7WN6sJwr7155/5//+Z9N24A/yov05Lqrri6tK9C6X1P9OTfIH7kiY0zWSTYLol7lVLD6Bae50WWvnghbQTqapFxYhpjhMGz8U87aXcIIz3oPuKeeUq7asgaUB9xg7CfSL2HRNuWMHqNYt/2l/pMv4iV83FFuSWubN8qNZXMOvb7oGCyavkYIKTAEZOXG2ABmpcfgb1/YekxBQm+unzQRDwUOd72C1OIUCf7Ixy7MN35ITz6gjMnhViCvdKL57nHfjoiKoZwMA5miu2wg4FSFnspN5SNepm6zTD9kxvTQckh536eujsFU45y6+xBAjvk6gLpFZ5edIvX3WN8PjG2TOEefu8rXXIiLMgTZHsPYg1mW23yAXBN7fegFbt3oewMExBMLT8I04CqH+7tGUFO4VdiUECmMxMFI16euXfCktKRwkA9GbqbFB40xOSTtKHsXbGO4JsgrD1rKi2vOzTPQCOx6+KIBzYaDc8LAvn3/ZTkS3C2R4RS58XobrzATMHd/1rH3U9fEmB5a5pT3KXbV1bl1BZlTBnvpXVv9ORe0adnW0gHnXtWUe9rTrIP7wLa7+e5e/VN+3HYXGFE7YhVGuTwQZ5khnb0HY8pY6z9hv+Z2Ngx40M6PC4nLeNv2J1m6fWzK9qgMDdMoQyY28+mYQeBb26cMTyd39zOooQF/xp/XhMlcvNeDUO+dZ5yDgO5da1rwRzzcwz3gt/WHIc2Q8RpHxtXmIdOswQ2MySFJ+wwbY5rM7yVRjhjynGQZaOU7hveVVcrY8L1OPUDqqNVBK8O8/t//+3937TGQ15iezImL+CXTne4J37ytncxD6lIyf3n0XNrynmWBcLMM4VY9EkavrrZwT7IMpOmlfw3151KQd8phyt5y2erD85Qtcmv9ep71QNJt3icc7W3XMh7tvMaQ9rRThxlum27Icme8lotMR9ZP7TCmJcG/9hknJsMhfNN9bMZb05WQggAE1RPmqaGRbpXQpm0KClLbybUQ3i43xeG0euvpFqiIu7ABKY7HnLrSo+pPcSiUn3wY6EH/s8vNIew9fX0OmHb4+uuvt1dP4GOFQ95R70v7P+rSqVSm2ZjyGZvKZ6qG6Z56v3laelN3vN/045FkqHyTU9P8drH0H9xiN7vqSo+qP8UxsPyMvZKh3eebol2veQ5i2zmvlpyGwFzqSZh4Mx37jpB6/k795FXcJ/WImZp5GdMNdlP+isOZW8eq/hTHZqx+n2NmrLZuLIqiKIqVsOrp66IoiqJ4SFSnXBRFURQrYbJT5iMXfs7G8FHLKeGjjn3/9+QjD17MZ3o595/IYn+Qpf+k7gP+53wUN+UOXR5Lj5Tj3/zmN3flBMP1qcv3WkCO5hu95odvXCuHqfpIXUt/x9TPFMTJBzapO+v9QwcZKJMsy+hUe3Q0pdcky8IlIH50a9rN14No0zdvlifghfeSX3/2wf/N9nmJTtr8Nw1Ib370QZj1m8R+IDfkl/LdBfo49P894j3FR1RZFixzptW83jqZZ+pJrwmYqo/IiXtZx84BZTDbIdJgGWl1+VBBJ726ityW1CfcIs8l9f6YtG16q/tbb9NXMX3N7yhDQdhezYeR1fvvvz+5XBorTV3z9nqXhF+FWAWIFZzm/gKWq3DtS64WdCx46n7zzTdHf5nBnvu4u1XUob9/MeocGvLNeTJVH5HT0EBur84DoybSNLacp+nN0ftDhF2yqKstrDy15DdS3A6d3vbqvFSbfoR3yjnFkNMdnDsFwr1s7LTDtI09197Tj+5btyzpRkO6CxqRW25sTwGyfuGFFzYVdHgyfWY5xNST02GcA+6Rt26ABlP34LRa646whhHP5l9AG1nuqfuMN8ub14bXwsPC1JJ9QKN/jIeKtULnhW6QlVOA+b8lsms7NuyU9xjcU+boYKze5xQrRv3pljTht4WHtF3b6dnp3PzU5gTodxhV3pN5WxfUjaR+074l3akj7Cgv3hsLl3NR15hePa02/cBOmQrA4h7DiHtjACVheGLjaYYKxVMXP/Z7n7VTcY+9e7kKBcuwfDJmzWkaau4lrJn60ksvba/GwY3xF/OgE7YTo5IwYk5o3NGJuqKieo49usON0PhTkXwCZ8TF6KZ1x1Mw19zDT/v+q42XionBPWWt16lSTvHXlp8eNGq33LAjX/LoJi82jOivlR1yBmSNn7bDhtTPVL1HR9R1wkJX6IPRELK2PSBNLaSPdMwZ6RFOuyvRQ4O2kpGmsD60s0PIOkeYY+13C2UDPeIGXRAG32FQXlhvG7B3lJ7u0bXlalfbD9WmH9gps7oWGwcIjShC5UglRvBWJhoD4D5KokFAuVb8lnwSGtvODb9zF583/mIedMI0nOgJfeUUNpUZ/aoTZNubFm51S0ViShzyKXmsDEDqzc7SdJEmGhXCpUGnQabCt2WFjSXazn2KuRtRXCt0hsgJOWKQa29amns+GNPJUndbUj9T9b7daEKd447yxQiKNLXlaOl2eu0KgA8N5IdsrSspD2TtQzGMtd8t1FnqGnVOXfz7v//7przw+sMyAugY971tV+e0/dg99Db94OnrfbbX4+kJRWl6MErjiQ8ln2w3jqILMs8dsTBURp66ZZ8KQQW10jMSt+FeAunIdNGQZMWnwtsgFfdBrzkSQoc0qnNHl0sebFrsbNEPD1C0AYLu6PS5d6tTkueEzpLlX6kH2en2mNt+E2bWu111dyzcOW3/Q2evTpmKo8KdmgAa2l3vA5iy8CkKetMlwGgHtxi2i+tBAz13Q/NDGpSHBu912hELenVajArJE63vlmBuY0o4+za8xpv+KT9ckxae2Gk82k7m+eefX/QQgftbZdf2fmPQyGe9XQr6yQc9G3XSgg65psFupySXbqfHdxAPHQY0jGzRWVuPk7ntt+6c6UCXUw++bbi4x++ctr/a9IGhgowyCIhHmWcM9jI0gnf2/ibBUbu8/+r2M3eOeX+odM+4gaGS3rtuwS9GMr1tGtNdMY4yTPmlfjDoBZN2uAH9ZxnohYV/ad1ZPjgaHgbatHCNbrNM9SAc0/jR9rceDdcy5v8W6MnKepEy0Y7jLnepn6l638ocgxvruHZZLoT72rflznRBunvoIAvbY0nZeS/1pN0ud60+8x4GsizgXjjXPnUn2KW9bttwWne3xKrXvuZpjPd7Y097Pn3tGgXxRHWr7x+KeTi6zvdfLTzRM+025abYD2TLjFe+70cnc2SNX95T8qpiDKfmp36lKdZPtelHeKd8SvgQYWr6hQrOFM3Up/zcq+31Chp/pkZp4HvwAMh7zeqQT0N+9QtOhc7BNmDqtccwYp/stIvroNr0gc14eWU4JZbTilPgrjeVwRRKTWcVCVNgTmML1zk1VhyfdvqaOr6Usfq8T1jFunnIbXpt3VgURVEUK2HV09dFURRF8ZCoTrkoiqIoVsKiTpmf+8c+lLlF/Af2WCC/qQ9ckC3x4U7DRw2YJR/GHAM+fMp0cJ2y4HrqP0Hc9v5DvCSnShP6uYbtINFXplEzB8rm0vzs42cfyFdbb/joa23lryhmsXmzPANevPNBxdo+iPE/umPDRwaI51j/wvnxWvuRkRBPypbzjBu/5/rAwY9yMj7SM7e46H+Jbk6pR2S+T5rmgF4JG4iHONSxdWZNkP8sV6RvVxopB+RrTt0/lR7HIF2WU9MpbZ0qimtg9kh5n238Tk2O3I4Nv8YMDcz26nCm/qlDnru2Kxsa+oNWVFoCv68MHcq9pfRI21x58AvL0CBur3ZD/l3Y/ti4stDSNM2B8scKSGO/7WF/yApm54BfSyhbU1AOKA+7OHc+GQm35TShDvOLzUOa3Suun1mdMo3m0m38gMqgfU4lMaWlvR28009Mi+q2Zyfco8GlMccNtFOuPUwr4WWYnOuvrcSmN92bNkxO0aUsMOZvijnblbns6KkbGMPvLW2a/4HiznynTDmih0S9ILOUIeCXMgW4Mf6cas08p540kHI3Xd4jfOIWw0i9EYf+dWseTUsL5e/at4PkAax92ErZj9Hqp1cf1XfqRtmmTLPeWj6yTGmXcJ+4xh6IhD2G+f+8KK6G7Yh5EqbhnJLrTQkRjPeZCsM9U0lOi3FPNzl9hjvdGCZHp8B6dgnhpL1hAffyWnBPOojb7Gc4mSbscENeMj+cZ7yZvowz44CUU4IfwkwIUzkJ4WW8p4A4M81A2rDTvPfee5uj+tGe9EnKVHdjOrF8CP6Uh/e4xqR/7JVnnqfs0t68kc6MsxeueUz/SesHDLN1T3rMz6VBtuZrLK3qEXmpO+x2nafOsSf8LK8pL+WRegDc4Bd/3DOcloxXCLPnljDbfBbFWpk1Ut5nGz82BXD0x70hrs1xavsu7JgmzRFZz64HT+uMJMWVmUynsFg6eQHSBKz05CbqpD2nmoeG5m56zLSObXmGLBgBCGEhm3bk2EK4c7cra/NzbNycIOMh/8pqaPg2I5ehUdxcg3IZG7Wwhyp6ZIvFOUvjMQJS5pQZdEB56m1OwOL1ytcy6paOPYbG/l46ySdhEy5+MfCtb31rk8cs28k1bweJPNVnu/g/sqNeIgfqaU9fyI86STloV+oS3BBPgrwsV8rDWTdljx5Y6rRXTxPc9PQyxtxNDori0uzslKlEubsLhsoyZxu/sYaRhj3DAyo551RMpxV7dlPM6bBoLAiTd+SE2zYScxnbmmxOp7NmnLZmSv1Y8ICEzHl/iczn0NOlHTRhYPKBiTJJHJpdD3EtdNbpPzvuW4V6yDaKLXSMyqFXnp1upuPMh7Nd0I5kuyE8+KTsKS9j9bQobp2dnfK+2/gxKmLEY2WiImPGtu9y1EFF5GkdenZj0JngxlET8eK/fZomPtzQaNMQ86TOSC7fO/nea4x2azK3POvJgkbNjmMMOpS5T/JLRgf7YMeH7nbJYS48UKEPHrLmzBzgJh8KmMng3S1h8KCXjTco90xv7z3kGJZV08UxddjjFraDRG7oOkf8yD5l15MjM0X4W/rggnvqDbLVr/VWeaNj9NirpwkzOrYtc5g7E1UUF2do3EYZOguGsffeBQ2N38ZOw3sc3+VocANDxb2zyzCGin9nj5sldonvmzDEmenI+BLeVRnuWJpwk2nv5SPtcC+tfAR/rZ0QVuYv/ZMuIR7yfA5anWZa8h5p8lzZpF7IF27Mf+YnSfeQ8iI+aGWLMbz2nmUww9Gk7jCQacZPm8ceuDOe9I9JPXG9BlIWqQfttUt35KOVRV7r1rKp/bvvvnt3nmUbd20ZyPAwoDuuiaOHbqHVaZaZMf9FsUZq7esVwBN/bUG5G+TEiClHaIyqHDGfG0fmU/EzAqztIE8Do2lmraZG7OiIUfXSUX1RXIrZ/ykXp4Mp413bldEh88HdQ6Y3lTr23cI5oKOt7SAvB1PbyHfsdQh6QT/VIRfXRI2Ui6IoimIl1Ei5KIqiKFZCdcpFURRFsRImO2XeY/pPaJreuz3gQxzuHwM+0Jjzb3JC/PgZS3eGR/hj7wIfMmOyu0XIK+Ug88l7yrHyfc1YNzFtvUqdj72fBWQ1RzaEQ3wt+CWMS0P+r2FXr+KBwjvlKfg1IX9pAOxOib9ItL9OTKEfadPtLzP5ewTht3krnpUdMru130ooC/4205Yd8r6k7F0T5I28tuX+WHWackL4/iomY/GeG9Ln72q2Cflb262V8+L62Gv6eulqSUtxUYMlsCDJULm2V8/CF87cx/i0zmIWLILSe6ovnjJnJ6FrghHb0ACPLurC19KUl1udSSHvLOIxNSrel7Ff9pDp0PFvry4D9Z5Ffsa+xsae+2sYzRcPl0WdMpU4GyqmvWjgmP6hIHMfO8Gt00MWdOyYJvJeus8ptvzVRbcce9Nn2BPOrtWuuE/DwG8SQodzzCUlb5G5OwlZFigH6jt1iuGa+5w7XWhYdhJcZ7kC/WPEcpHujA//vbLC/Ye+uxCraPHQ21tiE1JnOaWLPJUz6EaT8maFOu3Vq6jvdM95G4526Nkyg1/AjrQZFnDEjjSShxYeRK59V6/iAbAdMY/CtBbONE79uNqO015MAXHt9A9TgjkVxL3ceUd/nOO3PcevU4ge8dObVsS+Nx3XmyrDPtNFfDVldR9kpJ5SJ4IOLAfImGvc4A+Qp7JP2eKH8DxPXWJPmcGOc8MCwnCqmfuE3Stf2OGPtGRcSRsv4K/nlvDbvF87yM48IQdlkfJGFukGPxjs1SvuPe/pUt2kO84NG8M5sse/bgC/XhMu94GjZQG/hgW4x9572gv2WV7ANLRuiRP3RXEJZo2UhwJPi7VZwF6Y+h0K+d3uSoxC8/6unXdyCpynap58sXe06w5TgB1hMHoh3haeit3daA4+bQvpLO6jzmHOTkLoiJ2ykC3XjDgY3aSsGZ2i43bklLTlyhGPU83cJ+xe+WJTkdpdaD7IEl3m6FfdIEPkyn1mrdrpZ/ZXz9msdtqasiDpjnKF/DGEhx5ZFIf1x4XrnM1qoSzYjqhL/DPyJzz03ur4mnf1Kh4Wi6avqQxLVseh0lFBNEv8JnTg+GcpyiUVq8WpSzagKObBg9bcnYQ40hjTmDsF2TbW+zD20NQrXxjOa3eheaBfHqyyE6VDTrn2viGhk1bXPKCl/yX4MH1oJ0jbRFqBNE09+BXFmtnrQ685LN15h110cpcnnpR9ircjtoFvG1qeise2UhT80NhgaFASR1bFs9DYMbrJhyFGKO37QOTL+zx0QSdKI41fzlPv6BB7z0Gd9zp/wkM/OZrjfKx8kRbO6UjotGt3oWnUrw8+6izlnboW7jOiteNuR6a7QAe+2293aWO0mzvJWbd50CJtY+lB/9Rt8kMYyS3s6lU8EIYKNcrQGG7euWCGhnhr+wSuvTdUlLv3M+mWd0DaERbvabweGsx74eN/qEx314RhOLjVnvMWws30ZbhpCL+FNPbCfKiM6Vx77dIdMkR/3Es7yHKBSbTTn3rUHr/QhoE7aMsXoEvD0K6Fe5JlDmPYxDnm/1rp6Ue4J628uU454beVm/ZZLtKNdS/vq1/IOq5bSB2TRvy37QjgJ/PXA7/GmeFiUh5j/oviHNzM2teM5BidLX1iZ3THqGqpv+J6YaRVuwsdBvJpZ5x6dmuC9MFUGhlt165exSW5mU7Z6ekl2aFx5oOVqoAPDx7imH51Kj2hYeZe76PCol/XeGXAe+G1P8TwEM7UeC+d5IF7x/gOoij25WTvlM+N7zKpdHPgqZnRUnXIDxMa3nxvKTTMvLusDnkc6trjx483H1Rp+N//GmYV0CsPXO13BVyTh+qQi0tTWzcWRVEUxUq4mZFyURRFUVw71SkXRVEUxUqY7JT5GMZ3RmPvavlYyq8a87xl6t6+EB4f5eS7LdKJad8ZFfPo6Rw5p4z3lS26yv+dTwXpI51zIV1tHm+xHJ1St3Phnf0+ZWAsbUvLFPmlLSqK1cI75Sn4DzD/GxwDNwQ3x+0xIF3+owj8o5hxkxb/OS2W0dM5suQ/z33x39dDwpgL8cwo2hvIZ/6je+vl6BS6ncu+ZQD3+Mv/mmFpeP6bnO1GUayNo01f8xXzUNi3V6eFp22emnvL/wlfYve+ri0uA1/sDo3i9uq0oPs5UIbYunPqS+sqR8eDMjA8AGyv5jP2RfTSMsXX4cMDyfaqKNbJwZ0y02BMIbU4VeZUUbpzKptjugHcOZWG6U1N8evCroaSCsta2b20FYeT055OhQLX6lXZ645fjXp4H/f6xYDx8CCG8Z73IctSW14IU/ft9CdbdubGJz0eYjlCTspMuSl7dW39xh6st1wrq9RX1nFIvUgv3jF0M1amIMso54nlJcvuWJnGbeve/GJMZ5bVNr9FMZeDOmUKHutTt1BIaeyGkfhmNJvuKLisecsi+PwnzJOzi9lbmfHnaKf3lExY7Am7C8KfqrTFOOjHRgfTrkvNfXSErtAHOrdDZEEW7BmZYIeOuR5rZLkHuKe8MJpxRMP+t/hnkQ8exHCL4T5hU2ZIC2UK+7a8oH/90MEmlLvcnWiMWytHu3TLQ4gyYyT64osvbuSfo9KUM50Q61fj3rDQNeeGg6yt35Qb9ULYduy9eHvMKVPExfr5uMEteRbKCjolHbZLpIHdrIwfaLdsr0g/9syqYG9+SSfpBuNj0FAU+3JQp0wD+uqrr26vnkDBppDmohzpzmluGlUXG7AD7i0a31Y6r9sGdoyxSltMg35soDA0bAl2bmQv6s6N5G1sXTVranaD8mGjTRliWhk++eSTjX/u2fiB5csN+3uvTmg8aXzHoNzN3XDilsrRlG7RmQ9XQB1FN+qyB/qh02P0SHj4cSMQO35k7cYSdLb56omVwObGO7dM0el7D7ekSygrtj2Abj/88MN7ZYX00RHbXuWMCvY+2LBDlu0XYEfHnfkriiUc7Z2yUGAppPs0YlQeGl4KNhWXp9C5nW9xXmhAGRFkY3cINKA0pJQbG8e2QV5apiiLtzTCPRe92aldUA7Y6Ym661QxnSr2mnxQ77FPvFPs2jmuZYl7R+oaoDPmHBnk9HdRLGGvTplKN/bkzBMlnXKOauZCmE59YvJpVuyk5zbQ1akfH3U/9YEUMAqlLDgCpoPkmhFsCyNepgkZGaN3ylFuv8d9phqNG/3zYDClXxt542/hwY/R/hweSjniwTh1BsjRkakyVQ9MUXOOTnFDZ8U0rvoyHPRlZ91jV7wyt0zxYJdT1rifajNa94z0x743oG3LEbpxO9Kn7XJavCgWMxSgUYZGi0fAZwz28NZb97dU9HwY4d755Tjm7vHjp1u74W6o0HfXGty3YEccku6Hp/Ot7bPuit2kzpVl6gkzNIL33KWutRPkrx3h4WYM7qtv4sAPR8nyYTgZPumEdJP327KAe/2A7jC3WI5SP1O6VfaaRDv8c0QnGK+1g7Y+Z7i4b/2MxduWq7llCr2lu7aseI6BtLMcpl2WgUy7ZahnVxRLWdXa1z5959MxT9fttBfumDrdNVLjyfXYU2LF7cDIiVHPrjJS5agoinNx9HfKh9D7aIOPflrotPn6sTcNKjSk7AZTFGMwJc3D3dT7vypHRVGck9WNlNvfM6aSxyi6txE9jSxfP9b75GIOvG/sbWxf5agoinNTWzcWRVEUxUpY1fR1URRFUTxkqlMuiqIoipUw2SnzzpYf4Xtm6p/DQ+Hdsv/8tfDFLPEfG+Ljw7E2nxrxn8xbBTlM5V+wm/rvEygjx5QV8fGeF5NpI578v7XYDXpu6zfvz2+5bBfFVcA75TH4V8//RDn33zv+KTznf3j+M3gqEIP/VvIvIv8bJv4nqSzIe+vmlkhdA/kf+xd0DP8JHdMd4SvPOfjPq7Q64PycZfKayfK+S65FUZyXyZHy2Jen/JK0a8m8Y8HIlOUSTwUjg6EDeWbloIR/VIdO6W4UQd6Ry0MZnfHb0NCBbq/mwRfxQwO/vXqWXD1pDvwuN5UG/llnvexdo/eHzq7y/tDKdlGsjYPeKTuVTEXn6NSu02F2Yk5Hc/SepF+nxGkQmKLEjl+kaIx1Y1iSU3D4EcJ1+pR7piUh/Szt2FvOs4WOKZfOe/vttzdr/T4EWHR/GPFur559hYC+1IEGPYk6UD+cAw86Tj1jx7GnJ+zR+a5fk9AR2zEWfeaW94dUtotibRzUKdOoAuvGDqPuzbq0VHrO6Ug5pyGwY6XR5B7+aLS5B9i5cAj2dALA0/znn3++cW/4+R8zbqe2W2M0RtoIozfaZn3bV7e7V83FNNtBeH1ruAsOBt3lrjfqXdwpBx0gzxyJoQd0wH0fatQVdozMWJwDOzekaMGexWJ2wXrLp5xVuXbmlvdbL9tFsWYO6pRpVMEnbyozjSsjGxtu7OxYc1lMtmvjHo0ooyCmiGmgacxp1HsYluzabo3pU9NmWhMWjLABmkvrfu6GBtcGsrPzbPPYyhLdppvcbQc95Mis19AjUzp/Rmi9pVPxwyIxc+jpuXjC0vJ+q2W7KNbMQZ1yDxpXd26ZA50xHSn+elOXu1iy3dohMJ23dFR9C/AQ1K6y1sJIFzfoEHgoWgIPUzwAsA51vpooiqJ4aBy1U2aETMeVU51TMALiPSNP73TiS6cel2y31oPR15wpOjoK0tfL19xN8q8VZi4YNU91lr6WwOzaJKSHYbvpQ6sTysfch692ar14ytzyLrdetotilQwN6U6Ghm7z2wRm6HS3tpu5zY3hvqSd5xr8Yrz++OOP713zG80wMru75neaoTO8u3733Xfvzk0Hv3Bo5+83aZfnmU7BXvCv2zSZZyFdvfCunTFda5/6Mv/pR4MuPU8dYNIPMk+5q8OEMpFpyTRghDh7/ounpLxavSBnuNWyXRTXwINf+5opc0bcc77ATviYrLcZxkMEWeSUtV9ej/12sw+MpplJmXonyqwLsxlL3ps+NOaU9yrbRXE5jv5O+dqgEed9cf7Cswum6T/99NNqtAZowNvtNfkA75gdMtAhD6O37dWz0NnwhXZ1yNPsKu9Vtovisjz4Thl4l9nby7kHjRkfsu3z7vQWYYTsh3qa/CL+WPjdQf6LLjwYEOfSD8weKmPlvcp2UVye2rqxKIqiKFZCjZSLoiiKYiVUp1wURVEUK2GyU+aLV98T+i6P93f5/nDqv0eXvJzLErfHgDz913/91738pDFvHHvvMovi2uC9seWbj7r2WbBHCGvq//V9OFUbMNUWIYuxD98Av3wgp9wwhHXsvBfFBt4pT8F/n/zPmPA/467/GP0HsvU7Bv+Y8n/kuSD9xAm9/PgvrP9u4rb+3SyuHcq09cz/w0/Nkn/H57YXS5hqi9p63sL99JduOZ5DfsXD4mTT164/PZd91qHeF55yWflr6rcPvkAdKuTdV6q4xc+5R/NFcSyc+bGeMfpbUkf3YUl9YbT60ksvba+Ox1RbNPWlOTMJyGrsq37X6T9ktqEoWo7SKVPZndYZm+alclJ4ud+6w39uOJDT5jYk+G/jMF7C5Uilzum5scrC0pyvvfba9moc/ufkNxzTQOVcug9wUawFOhj+9bauAB2zZN3BJL06SaeV9TjrKPe4pr6wUxh2hqEf3eMWvvjii01HpzvuZ5jEi9v04z2MeeJIGLY1pjexzZjqUKn/b7zxxvaqDw/r/BLYi6Mo9mI7Yh7FKa7W5FQu106J5XQPfjln6ld/Tv1w7vQxbtK/9vjHQMbhuWHqXjvJKWoh/nYaumcHTk+ZZiB9eV0U1wZl2LpjnYKsA9RJr3t10rrBPeC+59ZDjoRjHYasP9zP+pnuiNu04Sbv6YewdGN6Pvvss7u8ZT3Fv+1SpomwWrdgHlp6bgkr81EUhzBrpDwUYkrnnRkK5fbOk6dSGCrR5smTPXPbFZ54miSMofDerfTENQsViFNq+Hdamad4n+SJl63kiEOGirM56p4NKQA3GO63GxmwZSRP0UtoF+YnjKK4VpiypT5RZzHUYUae7NIlTtkyAuzVSaduhbqMO+odYUJv60dGn2xgAp988slduKQhR6WkhftAHWa0DaSTfbNJF4ug2G6QHtqXf/7zn3dbxdrWtLz//vt3cRl/C2k3H3M41251xe1zlOlrCm922jkltgsqV05dQ28qiI7U3YimGJ6e76Vl7H3QHIiPvFnxi+KaoV7ldC2dGh0Z08bQq3cydU/ah/dep4gd8bbhOXUtdJos9ynUazrk/PbEh/KiuCUO7pSpSFQO3v3I2Hua3JrRp9V8WgYq3zvvvLO9evLeydH4ruX/eILmad33TVT8TBc8//zzm0ZhF7yPIiz2Cm4hjKK4RhhxWp+AOslDsXXHe9QdHoTpAHt1ssVtVO1sqYMZT8LDLiPh9mE8oV0hPcTF9x98cNnOrPHAnGkhL2Mj38QHfDCN7Z7hzI4t6fSn8lIUixieaEcZCv3mHQqG9zfA+xjtMEPBvXv/knbpjvctXBOGdlyD73YS3egXMi157rXwvifv9cA9aYQ2P5oMM+FeUVwj1stePYSsO2351x5DnUy31uGsS7YXuNXOOgdci+G1EK7hAH5ad4Zt+Bive22W7Um64diLn3vaZ34xKbdsT4riUM629jVPtLxrXjK1fSp8ul46te302SFT4kVRPF2QY81Q3xmdT6WTkTa7oq09L8X1sOmU8+OpoiiKoijOi+Pj2iWqKIqiKFbCyVb0KoqiKIpiGdUpF0VRFMVKuKlOmY8uXDikNf4mVVw/pefbpXR7u5Ru53FTnTL/NvqK/KuvvtqcYx4/fvzo9ddf7/5f2TK1Fm6xDkrPt0vp9nYp3c7jQUxf8wsTis/FDXrMKRTFeik93y5zdcuIa+p+sT5Ktw3Dk8rNQbZ6P/Nj31uMBLuhUNxdY4DFC7zuLXJSXBb0Unq+TdDFUt1ivMbgv3S7PtRNC/al20EO2+NNodJasKdRRsG54lCu/KNy8Y/79rxYD6Xn22Vf3eZ56XadlG6neXBfX7NGLevjso427yd4l9GDtXUH+WymTIantq1tcS2Unm+X0u3tUrp9QL9E+R6Rhff9CpBF9Ienr419D9ywzN7wJLa1KdZO6fl2Kd3eLqXbpzyIThmF8xHB48ePN09YrFXL+dSOMjyBvfrqq7Wm7RVRer5dSre3S+m24V83RLuTSxreO0i684MC3jHyziLdt244Fpen9Hy7HKrbtO+5Kd1ejtLtPGrt66IoiqJYCQ/uQ6+iKIqiWCvVKRdFURTFSqj9lIuiKIriwvgmud4pF0VRFMVKqOnroiiKolgJ1SkXRVEUxUoY7ZTZjYN3zZgf/ehHW9snfPe73727x+orpyDjx7jiC2nRjnQcG35Kd3swjpkG0kQ6OD9GvjP8U8lxF66eo1HOc8BtWzb2hXScQp9LQf+ZDvKH3aVRTz24px4snz2TO+wY3hJ9j5FxXkpWbTlOs0+a8EeYx2AtZYhybTo4HqvuFkeGd8pTPH78ZFcdjokL+u9irrsx+CGcH8UT0nJouGO04bLQRPtTOj+6Y38I+HdxdeI8Vn6Q1T5pQ8etnKfw533zsA+n0uG+uJDIGhchIF2YHq0c0U2bB/TU03Fbr5eScRHWIeWhZZ/yQR5zIYqx9muKMVnNhfq3r99TgSzJ06HtVnF6Zk1fD4rcLIO29MmRp7Fr2/+S9E6N2Lj/wx/+cHIJuDl88803myXlgKXijrVc3K9+9avt2Wlhw/KhodteLYey9Kc//Wl7tQ7QB2V9jQyN/PasDyO7KVjgf+hsHv3nf/7n1ubJyOm1117bXu3H3//+97v6wr64xHMMjjGCh7l79SaH5uEXv/jF9mw90L4MD0/bq2LVbDvnUXjC5MnTJ07Jp1hHGBpHkq1dussnap60x56Kudd7uk/3GRf3tCMO/GOvXetuF/hxJLAL8+dTKenGGKdp9r5mzF0vvHyKJ22J9zDKV72lXQ/DBI7KXb+SOiRdhKk7w1fmhpdyx0+Gqzv1Bfr3OvM/VoaSDD/dTMlCe+JKfSsHwI/pxG2WIdOs6aVtLH6uM1/GB4arDOaA/8yDKBfi2gX+jdN8co4x7MwPBtmM6Ydrw8Nd6jTlCG24kGWolzfhfi9/2BMGZFgZt2nKtCl/wjRd3Bfv6yavdYed+Uy36kN3xovhXg/LXutGu9beOPFHOpQB9saLe9NoGJKy0oylrTgOO2s5yrOQo1grWlswRSV63lbMDIuwd5GFPE1boIR777333p074+u5m1O4yEP6m8I4LfjEzbUQjveyUoy5a8Mjvcos7RPkmu5TT9zL64TwcG9aMOqO9Cgr7JUp9rohTs/B8DDKz7A5pj3nGR9wbjzQix83bRkyDsl0jMki84e96eJc/7jl3OvMb+qSe/pvwa9p9xy3hguEY54IX10a/xzG0oA9YXCcwnybJ0gZYe+9nt5b/ZhH88V9/XOv1SGkTHGfcWCf10nGnxh/Kxvsscv4yJP2kGHiRnekIfWjfcoKNxkW7jO/2mf82OGnhfv65agMOJo+/XKdutEeO/NHeLjjHKPbTL9hAffNb3E6Fn19zbTOH//4x3tTS0xD5nQv07qD8p6Z6vZ6UPhmqo1wvv76643dLoYCQgm9M0OB3N559OiLL77YbN3lRx3wrW99azMNSTqcIu65Y+rtmBA+OLX95Zdfbo7GyX2mrVvG3LXhMWXMNBwfaCCHXVPo7LbC9mfCFNauKWPkhbzRU07jISteR6RM33zzzc1xCuSuO/yRbv0L+UJfySuvvHInF+LFzZwyhJ+hsdleDS3KEB9+x2RhmLiBnN4l/8QFuCfvpFO3f/3rXzdH9oDNqVH11kJa/vGPf2zSLoaRfsgT4ZE/dfzGG29sjsfgueee2571Md/GSVpI3w9+8INN2n/3u991p4LH9GMenSpH/8iedoN7TDFP8cknn2zKg6ALwl4KehprB95///27/O6qV5L6IU2YlixDwNaEn3766fbqaRuEHXIlTcgZWhkjM2XoqwLcIEPrFGWT8k89+OCDD+7KM/amgzTbhuJvrL4D9pRZ6bVfxXFZ/EsUCqRjyMbdSrcLFEzDpOkV4n2gEGa4Y5VqrrtjQkOecY41QHPdcY93VlTeOe/d1lCJ5j58JTQ+NCotc8pQr8OAU8nCcmSDSh3pQSfEO3/SfQmIG/m1D0VzSblnA57MreO0GbQhyMy/HabYpwyJ9YQOEY7ZDoyVtTGUPf542My4eeDLdPX0lB2kjD0EHgPqoA9jsOsBqjicxZ0yT1w8ZVkQuOacAiZUOEcTorvsSOZUxl289NJLmydMn9I5ZlpkrrtjQiPA07TxUBF7Helcd6QZmSFLGv584u7ByJAHKOHpec7odoznn39+k05lSPxcm1YfzrxPZVbuNl7c8/4UNkjIhHhhThlSlsZh4zcmC0aNWX7dNH1J2cQvIxIb07bsg+kZ68xazL95ZYQH+/7Ggj/k0nvQ2QVpobNNmfTkM7eOoxPSQ7i4zwf8Hr0ylLMhU5AW9E6bRXxj7YAPTNqBI1awMySt+McPD9LvvPPOxh4y31NQVtIfMBPw+uuvb6+ehGV+hQ9M80NO3KibjJs00tlzz4/OCAtZE0cb7hQ+RGLmlt3iQAZhjzIUurv3De27BO7JoOw7dxnk0HHc2XHeuuMahkJ19z5FWre8Q4FME/6AtKVdxpvhtu52gV/dY0zvGL2wMy0YaMOFnjvPDQ83mX+uWwxbP8hN962MoY13aMDuzomrjS/D876kve4h/Ziu1O8vf/nLu/OevpKxMpSknjEyJot0T9pNY+b9Jz/5yd15K4M2PgxuWgjX+56nXYbLeerGtOwiw0hjnuaQ+U75ZnhtWcDgtqefzCNgl3Egv5aUKe5bHbW05TgN/pMMK+WinWmz/GZ95V6WHe0x5kP/HD3HZDrSvWQ8GUfSlhfRDpPx6J4jhjgz/7vqe8anAdLHveL41NrXRXEgjJoYoTMyEUYuNdVXXDttOXYWoTcbVByHxdPXRVHcJ6cdYcn0YFGsFTrk9l0+H0xWh3xaauvGoiiKorgwTlrX9HVRFEVRrISavi6KoiiKlVCdclEURVGsgkeP/v/cCMp5/oggQQAAAABJRU5ErkJggg==\"\u003e\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 1.2\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eAssociation Between School Sense of Belonging Code and Other Codes\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCode Associations\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eNumber of Associations\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eFirst Iteration Categories\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003elow sense of belonging*gender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003elow sense of belonging*new in school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003elow sense of belonging*society\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003esociety*gender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eSecond Iteration Categories\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003elow sense of belonging*politics of belonging\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003elow sense of belonging*place belonging\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e116\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ehigh sense of belonging*place belonging\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003elow sense of belonging*belonging related aspects\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e46\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003esociety*politics of belonging\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e"},{"header":"Findings","content":"\u003cp\u003eGirls shared their day-to-day experiences reflecting how intersecting social structures - gender, caste, poverty, and institutional configurations - shape their affective and cognitive belonging in school contexts. Four central themes and multiple subthemes emerged from the analysis: (1) Emotional Vocabulary and Relational Anchors of Belonging, (2) Aspirations, Freedom, and the Contours of Belonging, (3) Place Belonging and Spatial Transitions, and (4) Structural Margins and the Politics of Educational Belonging.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTheme I: Emotional Vocabulary and Relational Anchors of Belonging\u003c/b\u003e\u003c/p\u003e\u003cp\u003eGirls conceptualized their sense of school belonging through the emotional vocabulary they used, the relationships that anchored their belonging, and how transitions and time contributed to their sense of being part of the school. The theme is structured around three subthemes: (1) Language and Emotion in Belonging, (2) Friendship and Academic Support, and (3) Transitioning into School Belonging.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme A: Language and Emotion in Belonging\u003c/b\u003e\u003c/p\u003e\u003cp\u003eGirls understood school belonging mainly with the Hindi word \u003cem\u003eapnapan\u003c/em\u003e, which loosely translates to “a feeling like something is your own.” While talking about belonging in general, they also used the word “togetherness” or \u003cem\u003eek saath rehna\u003c/em\u003e in Hindi.\u003c/p\u003e\u003cp\u003e Farhana from grade nine shares “to someone who doesn’t like me, I don’t feel togetherness, while I feel affectionate and can share a thought to someone who likes me.” Participants expressed how emotional connection defined their relationships at school. This response shows how feelings of affection, safety, and mutual respect shape belonging. It also draws a boundary between those who accept Farhana and those who do not, suggesting that belonging is conditional on interpersonal dynamics.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme B: Friendship and Academic Support\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe role of peers and teachers in creating a caring and supportive environment was critical to girls’ definitions of school belonging.\u003c/p\u003e\u003cp\u003eWhen I don’t feel I belong, then I don’t feel like studying.. .. And when do I feel I belong?. .. when someone helps me, asks me if I am understanding what’s happening in class, when someone cares. (Muskaan, Grade Seven)\u003c/p\u003e\u003cp\u003eGirls tied their desire to study to the presence of emotional support suggesting the link between belonging with motivation and learning. When care and help are present, learning becomes a meaningful pursuit. These emotional cues act as motivators and affirm students' value. And as a result, of enhanced academic engagement both competence and confidence build.\u003c/p\u003e\u003cp\u003eBecause when we belong, we seek help from friends, and it helps us in our studies.\u003c/p\u003e\u003cp\u003eWhen friends ask questions, we answer and that’s our practice. Then when teachers ask whether it comes, we start answering and slowly we tell and slowly our fear goes away. (Khushi, Grade Six)\u003c/p\u003e\u003cp\u003eThe reciprocal process of belonging encouraging academic help-seeking, which in turn enhances skill and participation, defined critical attributes for school sense of belonging.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme C: Transitioning into School Belonging\u003c/b\u003e\u003c/p\u003e\u003cp\u003eSeveral girls spoke of the transition from strangeness to belonging over time, particularly in the hostel environment. The shift was described not just as spatial, but emotional and social.\u003c/p\u003e\u003cp\u003eWhen we come from home there is a togetherness and belonging there. We don’t feel togetherness in hostel because here we don’t have our parents with us. I live in the hostel. So, my parents don’t live with me. Then when we start staying in hostel, we develop togetherness here. (Janista, Grade Eight)\u003c/p\u003e\u003cp\u003eTheir detailed accounts underscored that belonging is not instantaneous. It evolves as girls become familiar with new environments and begin to forge connections that mimic familial bonds.\u003c/p\u003e\u003cp\u003eFor some, the very presence of many other girls in one space was unfamiliar. One girl noted, “So many girls were together at one place, it felt strange.” This discomfort reveals how new social configurations challenge prior experiences shaped by isolation or limited mobility. Participants emphasized how emotional safety develops over time, supported by routine and familiarity. The transition from exclusion to inclusion is not automatic but is learned and practiced.\u003c/p\u003e\u003cp\u003eWhenever there is a new admission, or we go to some new school or any other place, when we go to see relatives and meet different people who we do not recognize, we feel uneasy and strange. Like when we came here in the new hostel it felt weird at first. We are bound to stay in the house, but here it was quite open, so it was very new for me. Teachers were also new, so I wouldn’t talk to them. (Saima, Grade Eight)\u003c/p\u003e\u003cp\u003eParticipant narratives illustrated that belonging is deeply affective and relational. It is felt through words, gestures, friendships, and mutual care (Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e1.3\u003c/span\u003e; the complete list is displayed in Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e1.4\u003c/span\u003e). It also shows that belonging is not static; it emerges over time, as girls navigate new environments and develop relationships that support their identities.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTheme II: Aspirations, Freedom, and the Contours of Belonging\u003c/b\u003e\u003c/p\u003e\u003cp\u003eConceptualization of sense of belonging must be understood alongside other attributes associated with it. Aspirations and experiences of freedom emerged as aspects which were intimately connected to girls' sense of belonging in KGBV schools. The school setting, contrasted with the more restrictive environments of home and village, became a space where girls began to imagine possibilities for their futures, assert their independence, and develop a stronger sense of self. This theme is divided into three subthemes: (1) Freedom of Movement and Gendered Norms, (2) Aspirations as Emotional Anchors, and (3) Conditional Belonging and Family Dynamics.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme A: Freedom of Movement and Gendered Norms\u003c/b\u003e\u003c/p\u003e\u003cp\u003eGirls often related school belonging to aspects of mobility, aspirations, academic performance, resources, fights, and girls being together in decreasing order of code frequencies (Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e1.5\u003c/span\u003e). But one of the defining features of school belonging was the relative freedom it offered - freedom of movement, speech, and participation.\u003c/p\u003e\u003cp\u003eI see ma’am that boys are sent to play outside, and girls are not sent. Boys are not asked where they are going and wherever the girls are going, they are always asked ‘Oye where are you going?’ Ma’am when we come to school, my villagers say, ‘Oh where are you going now? (Rukhsar, Grade Six)\u003c/p\u003e\u003cp\u003eSchool settings disrupted dominant gendered norms of surveillance and restriction. In contrast to community settings, where the girls’ movement is questioned and policed, schools became a relatively liberated zone. This experience contributes to a stronger emotional connection to the school as a place where the girls feel less judged and more autonomous.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme B: Aspirations as Emotional Anchors\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe freedom girls experienced at school was closely tied to their aspirations. Schools were not just about academic learning; they were the site where girls visualized an alternative future.\u003c/p\u003e\u003cp\u003eIf we don’t study, we will regret it later, we will get married, we will remain illiterate, we will never rise in the society, we will go on cutting grass. Education is everything. Some become doctors, some become something else. If we do not study, we will fail, the villagers will say that she does not know how to read, an illiterate girl does not even get married. (Arfina, Grade Seven)\u003c/p\u003e\u003cp\u003eSchools were synonymous with opportunity, resistance to social stagnation, and protection from early marriage. Participants’ sense of belonging was driven by this vision of change. The desire to 'rise in society' was emotionally and socially tethered to their continued school participation. This highlights that belonging, for the girls, is not just about feeling safe or included - it is about being able to imagine and work toward an aspirational identity, often in defiance of broader structural constraints.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme C: Conditional Belonging and Family Dynamics\u003c/b\u003e\u003c/p\u003e\u003cp\u003eMany girls noted that their access to school and support for aspirations was often conditional - dependent on academic performance or aligned with family reputation.\u003c/p\u003e\u003cp\u003eResearcher: Do you feel whatever we want to do or aspire to become in this society, we can do that?\u003c/p\u003e\u003cp\u003eGirl: No ma’am.. . Some parents have poor thinking. The ones with poor thinking stay behind, the ones with good thinking go ahead. Some don’t even let their daughters go to school. (Zeenat, Grade Nine)\u003c/p\u003e\u003cp\u003eThese statements indicate that belonging to school was not only individually driven; it is shaped by whether one is supported within familial structures. The phrase 'poor thinking' underscores a perceived cultural gap between progressive and restrictive parental worldviews.\u003c/p\u003e\u003cp\u003eGirls learned early that continued investment in their education was often precarious. This shaped how they internalized their value which was not simply as daughters, but as students who must prove their worth through achievement. Their reflections show that aspirations and freedom are not peripheral but are central to how belonging is experienced. At the same time, the fragility of this belonging is evident in the conditional nature of family support. The KGBV school becomes a space where these tensions play out, where girls are allowed to be more than what their communities expect, even if that permission is temporary or contested.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTheme Three: Place Belonging and Spatial Transitions\u003c/b\u003e\u003c/p\u003e\u003cp\u003eGirls shared their experience of emotional attachment to spaces - particularly the contrast between residential school settings and their homes. Place belonging is a psychological attachment that can be imagined or felt to a place (Isakjee, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). When a person belongs to a place, they feel safe and “at home,” where home is not necessarily a physical place but a space where one feels emotional attachment (Hedetoft \u0026amp; Hjort, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). This theme is divided into three subthemes: (1) Emotional Safety and Orientation Toward School, (2) Educational Aspiration, Gender, and Spatial Dissonance, and (3) Recognition, Competition, and Performative Belonging.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme A: Emotional Safety and Orientation Toward School\u003c/b\u003e\u003c/p\u003e\u003cp\u003eGirls described a strong emotional orientation toward their school. This articulation of discomfort at home and emotional ease at school revealed how residential school life has become a site of meaningful affective connection. The sense of emotional safety and stimulation tied to school life challenges traditional assumptions about the home as the primary space of belonging. Nicee from grade six shared, “Ma’am even when there is a two-day holiday in school and I leave school and go home, I feel strange. I don’t like it at home. It gets boring.”\u003c/p\u003e\u003cp\u003eIn contrast, girls often described home environments as restrictive, shaped by social norms and gendered expectations.\u003c/p\u003e\u003cp\u003eWhen I am at home, the neighbors come and say that she has grown so much, still the girl goes to study, let her sit at home and let her work. My parents do not say anything, but my brother does not allow me to go out of the house. (Pooja, Grade Eight)\u003c/p\u003e\u003cp\u003eNeighbors often assumed the role of discouraging the parents from sending their daughters to school because it was not the norm for grown-up women. The brothers participated in this policing due to socialization in a patriarchal environment. As a result, homes were embedded in wider community surveillance, where girls’ freedom and educational access are contested. Belonging to home spaces, for many, was conditional governed by gender norms and collective judgment. Moreover, relationship and attachment with space and place is fundamentally intertwined with identity. Girls highlighted crucial aspects of how they view spaces within and outside of school settings and their sense of attachment to these spaces.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme B: Educational Aspiration, Gender, and Spatial Dissonance\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAn analysis of codes by space revealed high pockets of belonging within school environments - especially tied to the hostel, friends, and teachers – coexisting with experiences of exclusion which were more common in contexts outside of school, such as homes and broader society (Fig.\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e1.6\u003c/span\u003e). This was reinforced by code clustering (Fig.\u0026nbsp;\u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e1.7\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eReflecting the competing realities within and outside the school settings, a participant reflected on how her aspiration to take competitive exams was received differently than her brother’s:\u003c/p\u003e\u003cp\u003eIt is always easy for boys. So, my elder brother wants to pursue BA (Bachelor of Arts), and around three to four days ago, my father was making him fill the forms. While they were on it, my father kept on pushing him to do well. But when I said that I wanted to fill out the form, my father said, ‘First, think if you can do it, else my 500 rupees will go waste.’ Then I realized that when my brother had to fill forms, he was never questioned, no matter how many forms he filled. But when I did, I saw how everyone was quick to question me and my capabilities just because I am a girl, without giving me the opportunity. This is when I realized that girls do not have as much place in society as boys do. Why do people always question girls, their dreams, and abilities? (Sanjeeda, Grade Eight)\u003c/p\u003e\u003cp\u003eThis account brought the educational experience outside of school and placed belonging in the context of family and in the larger context of society. This quote represented how notions of gender, patriarchy, and access to financial resources seeped into girls’ educational experiences and exposed the gendered conditionality of educational investment. These experiences were intertwined with gender discrimination highlighting the duality of parental behavior for their daughters and sons as well as revealing the intersectional nature of belonging. Finally, it is indicative of a high place of belonging that is located inside of school settings and a challenged or low sense of belonging outside of school. The spatial attachment to school is closely tied to girls’ identity development, but this belonging becomes strained when challenged by the values of their home. However, another participant offered a different familial experience:\u003c/p\u003e\u003cp\u003eSome parents consider girls as a burden whereas others consider girls as an asset just like my father. We are five sisters and one brother, but never ever did he differentiate amongst any of us. He never thinks about the disproportionate number of girls and boys and loves us all equally. Some parents treat everyone as equals, and some don’t. (Muskaan, Grade Eight)\u003c/p\u003e\u003cp\u003eContrasting with the previous perspective, it seemed that some homes could foster equitable belonging. However, the distinction Sanjeeda later drew added nuance:\u003c/p\u003e\u003cp\u003eShe has misunderstood. She is telling whether we are loved or not. Even we are loved by our parents like she does but our place in society and family is not as much as boys. She thought that Sanjeeda is loved less, but that is not the case. I realized that a boy was allowed to fill the form so easily whereas my capability was questioned. It wasn’t that they did not love me. (Sanjeeda, Grade Eight)\u003c/p\u003e\u003cp\u003eThis clarification distinguishes between love and value – while familial affection was recognized but equal trust in girls’ academic capability was not. Parents, who are the most important decision-making actors in the lives of adolescent girls, love them but differ in their provision of equal opportunities and trust in their abilities. This is an interesting example of high and low sense of belonging coexisting: on one side is love by the father for her daughter, but on the other side are the contested notions about her abilities leading to questioning of her aspirations. This contradiction demonstrates the coexistence of emotional attachment and restricted opportunity, producing a fractured experience of belonging.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme C: Recognition, Competition, and Performative Belonging\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe analysis surfaced subtle competition among girls, shaped by how their fathers were perceived. Assertions such as \"my father treats me equally\" or “my father doesn’t question me” became a symbolic resource for establishing status and pride. Girls conflated the experiences around gender with their family’s reputation, which translated into a sense of competition between them to show whose father was better and more evolved than the other. This competitive discourse highlighted how belonging - particularly within family and societal settings - is not only gendered but could also be performative.\u003c/p\u003e\u003cp\u003ePlace belonging is experienced through emotional orientation, gendered opportunity, and contested identities. Schools were often the site of high belonging, not simply because of physical presence, but because they offered girls recognition, connection, and space to dream. Homes, while not devoid of affection, often represented constrained futures. This tension between feeling loved and being trusted emerged as a critical dimension of how girls negotiate their sense of place and identity.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTheme Four: Structural Margins and the Politics of Educational Belonging\u003c/b\u003e\u003c/p\u003e\u003cp\u003ePolitics of belonging is centered around questions of us and them and is defined as a set of potentially exclusionary political discourses that seek to shape the notions of who does belong - and crucially who does not (Isakjee, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). It is not only about whether one feels they belong, but about how institutions, communities, and cultural norms define the boundaries of belonging through gender, caste, class, and other axes of marginalization. For many girls in KGBV schools, their experiences of educational belonging were shaped by these layered and often invisible lines of exclusion which they internalized, resisted, and navigated in complex ways. This theme is divided into three subthemes: (1) The Hierarchies of Inclusion: Gender, Class, and Caste in Educational Spaces, (2) Material Marginalization and the Invisibility of the Poor, and (3) Intersections of Caste, Religion, and Structural Dispossession.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme A. The Hierarchies of Inclusion: Gender, Class, and Caste in Educational Spaces\u003c/b\u003e\u003c/p\u003e\u003cp\u003eFor many girls, school was a site where their social identity was negotiated and often contested. While some girls found a sense of belonging inside the school, others internalized a deep sense of otherness in relation to dominant norms around wealth, caste, and gender. A participant’s response reveals the rawness of this perceived exclusion:\u003c/p\u003e\u003cp\u003eResearcher: Suppose I go to a school where there are rich people, there are boys, there are people who might be fairer than us or from other castes, can I feel strange because of these aspects? How would you feel in such situations?\u003c/p\u003e\u003cp\u003eGirl: I feel either they will chase me away from the classroom or ask me to sit on the floor. (Rimsa, Grade Nine)\u003c/p\u003e\u003cp\u003eHere the response when the girl is surrounded by people who are different from her (more privileged) in an educational setting is a hard-hitting instance of un-belonging. Girls felt they had been otherized by the society based on the boundaries of gender, class, caste, and skin color in a way that denies them an equal place in an educational setting and produce feelings of anticipatory exclusion. They do not need to have directly experienced this to internalize its plausibility - it reflects a normalized social order where bodies like theirs are seen as less deserving of presence and participation. This mirrors Sanjeeda’s earlier story of being discouraged from applying for an exam because the financial risk of investing in a girl was deemed too high, even though her brother received unquestioned support. Both girls illustrate how belonging is rationed—distributed unequally according to a politics that privileges boys.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme B: Material Marginalization and the Invisibility of the Poor\u003c/b\u003e\u003c/p\u003e\u003cp\u003ePoverty featured prominently in how girls understood their position in society - and by extension, their entitlement to educational belonging. Many girls felt their poverty rendered them invisible, undeserving, or burdensome - equate poverty to existential insignificance.\u003c/p\u003e\u003cp\u003eNo one understands you if you are a poor man, meaning there is no importance in society; they only understand the rich and give them importance; no one even sees the poor. The one who has money, they get all the things. (Anu, Grade Seven)\u003c/p\u003e\u003cp\u003eLike if a poor girl befriends a rich girl, then people say to the rich girl—why are you befriending a poor girl? These people will take advantage of you. (Safrana, Grade Six)\u003c/p\u003e\u003cp\u003eParticipants demonstrated how class shapes belonging not just institutionally, but socially - affecting how girls form friendships, interpret their self-worth, and perceive how others perceive them. Belonging, for them, is never neutral; it is always filtered through the lens of social value, which in turn is dictated by economic standing Additionally, girls are actively socialized into the politics of class from a young age. Given that poverty permeates into relationships, friendships as early as sixth grade are dictated by who is poor and who is not and whether “certain” friendships are socially sanctioned. The girls recognize that their relationships are policed through these norms - friendships, a fundamental source of belonging, are subject to class-based surveillance and moral judgment.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSubtheme C: Intersections of Caste, Religion, and Structural Dispossession\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe intersection of caste and religion adds another layer of exclusion. In one of the accounts, caste-based discrimination is compounded by poverty and asset deprivation, illustrating the historical and structural nature of social exclusion.\u003c/p\u003e\u003cp\u003e[In society] No one talks to the person who is a lower caste. People say that he is a ‘Miyan’ [attributed to a low caste person], what will you talk to him? He is too poor to talk to. They don’t have agricultural lands also so that is why they are mostly poor, that is why there is discrimination based on caste. (Mohsina, Grade Nine)\u003c/p\u003e\u003cp\u003eThis comment reflects a social logic in which caste becomes shorthand for worth, and caste-based exclusion is not only cultural but economic. The use of “they don’t have agricultural lands” draws attention to landlessness as a marker of caste subjugation - a structural condition that precludes both material stability and social inclusion. On the other hand, reference to “Miyan” - a term that may be used pejoratively to mark both religious and caste difference - demonstrates how caste, class, and religion can intersect to render people multiply excluded. These intersectional identities are not just markers of background; they actively shape how belonging is imagined, challenged, and withheld in girls' everyday lives.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study explored how adolescent girls in residential government schools in India experience belonging in relation to aspirations, place, and identity on two main dimensions. First were the attributes and aspects of sense of belonging to school, and second was the effect of the structural determinants of gender inequality on the notions of their school sense of belonging.\u003c/p\u003e\u003cp\u003eTypically, girls described the presence or lack of belonging to school using words like togetherness, friends, help and care, transition, feeling like part of a group, liking, feeling strange, lonely, and scared. High belonging was deeply associated with strong kinship with peers, as is noted in literature (Gowing, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) and influenced the girls\u0026rsquo; interest in academics, which in turn enhanced their school belonging (Libbey, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Willms, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). But even though girls had strong friendships, they primarily viewed schools as sites that can help them realize their aspirations (Eccles \u0026amp; Roeser, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), where academic success and imagined futures provided emotional anchors to their sense of belonging.\u003c/p\u003e\u003cp\u003eSchool spaces provided more mobility and freedom, which were compromised outside of school. Girls also felt that parental investment, interfering neighbors and siblings, and lack of resources challenged their school belonging. Previous literature has highlighted similar associations among adolescents in other cultural contexts (Hautala et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; XXX). As a result, girls showed more affinity and connectedness toward school settings due to the freedom, agency, and support they offered while acknowledging that their families loved them but doubted their abilities. These pockets of high belonging inside of school existed simultaneously with low sense of belonging outside of school settings.\u003c/p\u003e\u003cp\u003eDrawing on Antonsich\u0026rsquo;s (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) analytical framework, which distinguishes five dimensions of belonging - autobiographical, relational, cultural, economic, and legal - this discussion makes two central arguments. First, understanding belonging requires an interplay between the personal and political: focusing solely on personal feelings risks rendering belonging as individualist and decontextualized, while focusing only on social structures risks essentializing it as discursively imposed. Second, this study underscores that belonging is inherently intersectional - shaped simultaneously by gender, caste, class, religion, and age.\u003c/p\u003e\u003cp\u003e\u003cb\u003eReframing Belonging: Personal Meaning, Social Structure, and Institutional Power\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWhile Antonsich (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) offers a powerful framework to explore how belonging is formed and disrupted, psychological literature has emphasized belonging as a basic human need need (Baumeister \u0026amp; Leary, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1995\u003c/span\u003e), often focusing on autobiographical and relational dimensions (Malone et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Hagerty \u0026amp; Patusky, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e1995\u003c/span\u003e). In doing so, it has been less attentive to the economic and legal contexts that fundamentally shape marginalized individuals\u0026rsquo; sense of inclusion. This section draws these frameworks together to show that belonging for girls in residential schools is not only emotional or interpersonal - it is shaped by access, power, and recognition across structural domains (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e1.3\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1.3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003e\u003cem\u003eMapping Antonsich\u0026rsquo;s and Psychological Dimensions of Belonging\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eDimension\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eDefinition (\u003c/b\u003eAntonsich, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2010\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003ePsychological Lens\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003eHow it Emerged in This Study\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003eIllustrative Quote\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAutobiographical\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersonal history and identity narratives\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBelonging as tied to identity, continuity, and memory; emotional safety as core to self-definition\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGirls' emotional memory tied to school; transitioning from fear to safety\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026ldquo;Even when there is a two-day holiday... I feel strange. I don\u0026rsquo;t like it at home.\u0026rdquo; \u0026ndash; Nicee, Grade Six\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRelational\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSocial bonds and emotional connections\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBelonging fulfilled through supportive relationships and interpersonal affirmation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSupportive friendships, teacher relationships enhancing belonging\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026ldquo;When someone helps me, asks me if I am understanding... that\u0026rsquo;s when I feel I belong.\u0026rdquo; \u0026ndash; Muskaan, Grade Seven\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCultural\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eShared language, traditions, identity visibility\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCultural mismatch and identity threat shape belonging\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCultural comfort in all-girls spaces; anxiety in elite/mixed spaces due to caste, skin tone, class\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026ldquo;I feel either they will chase me away from the classroom or ask me to sit on the floor.\u0026rdquo; \u0026ndash; Rimsa, Grade Nine\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEconomic\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMaterial access, poverty, symbolic value of financial investment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEmerging literature links economic precarity to self-worth and social invisibility\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePoverty as a condition of invisibility and undervaluation, both socially and within institutions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026ldquo;No one understands you if you are a poor man... there is no importance in society; they only understand the rich and give them importance.\u0026rdquo; \u0026ndash; Anu, Grade Seven\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLegal/Institutional\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInstitutional recognition, rights, and systemic support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBelonging shaped by perceived fairness, support, and trust in institutions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAccess to school, forms, exams shaped girls\u0026rsquo; belief in institutional inclusion or marginality\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026ldquo;When I said that I wanted to fill out the form, my father said, \u0026lsquo;First, think if you can do it, else my 500 rupees will go waste.\u0026rsquo;\u0026rdquo; \u0026ndash; Sanjeeda, Grade Eight\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003eAutobiographical Belonging and Self-Continuity.\u003c/em\u003e Girls\u0026rsquo; autobiographical narratives revealed a rich emotional memory of safety and identity formation tied to school. These internalized histories of \u0026ldquo;feeling at home\u0026rdquo; or \u0026ldquo;not fitting in\u0026rdquo; reflect how belonging is anchored in individual memory and shaped by personal development. From a psychological standpoint, these stories resonate with theories of self-continuity and meaning making where girls began to see themselves differently through their interactions with school, particularly when they contrasted it with the restrictions of home (Hagerty \u0026amp; Patusky, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e1995\u003c/span\u003e). However, these autobiographical constructions were not freely chosen - they were formed in response to environments where gender roles, mobility, and self-expression were policed.\u003c/p\u003e\u003cp\u003eThus, autobiographical belonging reflects a personal lens on belonging while being shaped by social and spatial power. This aligns with Vaccaro and Newman\u0026rsquo;s (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) finding that minoritized students often frame belonging through resistance and adaptation, rather than the security taken for granted in more privileged contexts.\u003c/p\u003e\u003cp\u003e\u003cem\u003eRelational Belonging and Emotional Safety.\u003c/em\u003e Relational belonging was anchored in friendships, peer support, and teacher relationships and was the most immediate source of psychological safety and motivation for the girls. Many articulated how being cared for, checked on, or included enhanced not only their feelings of belonging but also their willingness to participate academically. This speaks to established psychological research linking belonging with self-efficacy and motivation (e.g., Goodenow \u0026amp; Grady, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e1993\u003c/span\u003e; Malone et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), and highlights that even in resource-constrained environments, relational dynamics have powerful emotional consequences. Yet, relational belonging was not always uniformly positive. Girls experienced peer competition, especially around familial support and status, revealing that emotional ties are shaped by broader hierarchies of class, caste, and perceptions of modernity. The psychological experience of belonging, therefore, is always mediated through one\u0026rsquo;s positionality within a group.\u003c/p\u003e\u003cp\u003e\u003cem\u003eCultural Belonging and Identity Threat.\u003c/em\u003e Cultural belonging includes shared language, rituals, and the psychological threat that arises when one\u0026rsquo;s identity markers are perceived as deviant or inferior. It emerged as both a source of comfort and a site of anxiety. In all-girls school settings, girls often felt at ease, surrounded by others with shared languages and experiences. However, imagined or real exposure to \u0026ldquo;mixed\u0026rdquo; or elite educational spaces - where wealth, skin tone, and caste became salient - triggered what psychological literature might term identity threat or anticipated exclusion \u003cb\u003e(\u003c/b\u003eSteele, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e1997\u003c/span\u003e; Walton \u0026amp; Cohen, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Thompson et al., \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cem\u003eEconomic Belonging and Conditional Worth.\u003c/em\u003e Economic belonging, as captured in the girls\u0026rsquo; reflections, was not just about material deprivation but was about how poverty shaped their perceived worthiness of belonging. From Sanjeeda\u0026rsquo;s experience of being questioned over a 500-rupee form fee to girls expressing how poverty made them \u0026ldquo;invisible,\u0026rdquo; economic status directly impacted their emotional standing in both family and society. While sociological research has long tied belonging to economic precarity (Reay, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2004\u003c/span\u003e), psychology has only recently begun to examine how poverty influences perceptions of self-worth and social integration (Destin, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Kraus et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2012\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cem\u003eLegal Belonging and Institutional Recognition.\u003c/em\u003e Though less often named explicitly in the girls\u0026rsquo; language, the legal dimension of belonging was visible in their differential access to school resources, exam forms, teacher support, and public programs. Their accounts reflected a micro-politics of eligibility: being allowed to stay in school, being taken seriously by adults, or having forms filled without resistance - all markers of legal or institutional recognition. This kind of systemic recognition is crucial for reinforcing a secure sense of belonging. Without it, girls still feel emotionally connected to school or teachers but struggle with an enduring sense of instability or impermanence in their educational journey. This echoes emerging work in community and liberation psychology that calls for broader understandings of inclusion beyond interpersonal dynamics (Prilleltensky, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cb\u003eBelonging as an Intersectional Experience\u003c/b\u003e\u003c/p\u003e\u003cp\u003eA second central argument of this study is that belonging is inherently intersectional and is not shaped by a single identity marker but through the simultaneous interplay of gender, caste, class, religion, and age. Girls\u0026rsquo; experiences of school belonging were not uniform; rather, they were deeply patterned by their position within overlapping systems of structural marginalization and cultural meaning. In the context of this study, the concept helps explain why some girls felt a deeper sense of educational dislocation or exclusion despite being in the same institutional setting.\u003c/p\u003e\u003cp\u003eIn discussions around the politics of belonging, intersectionality around gender, class, caste, and religion emerged clearly in the girls\u0026rsquo; lived narratives and perceptions. Rimsa, Anu, Safrana, and Mohsina offered poignant reflections that connected personal emotion with broader histories of discrimination. These girls did not only report feeling excluded - they anticipated exclusion and accepted it as a normalized part of their social location. For example, in a hypothetical educational setting marked by wealth, fairness of skin, or upper-caste presence, Rimsa expressed that she would likely be \u0026ldquo;chased away\u0026rdquo; or \u0026ldquo;made to sit on the floor.\u0026rdquo; Her comment illustrates what Ahmed (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) and Collins (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) call the interiorization of exclusion\u0026mdash;when one absorbs one\u0026rsquo;s place in the social order so deeply that it becomes instinctively self-limiting. Rimsa's gendered, caste-marked, and class-based identity did not merely influence how others treated her; it shaped how she \u003cem\u003eexpected\u003c/em\u003e to be treated, which in turn shaped how she located herself in the social world.\u003c/p\u003e\u003cp\u003eSimilarly, Mohsina\u0026rsquo;s account linked caste discrimination with poverty and landlessness, revealing how material exclusion (economic) and symbolic exclusion (caste) co-construct each other. Safrana and Anu described how poverty not only impacted access to resources but seeped into social relationships, determining who was allowed to form friendships and who was deemed worthy of trust. The structural exclusion is not just external but is socially reproduced through everyday interaction and internalized evaluation.\u003c/p\u003e\u003cp\u003eGirls\u0026rsquo; sense of belonging to school was not a simple reflection of access to classrooms, it was mediated through the ways they read their position relative to dominant norms of who \u0026ldquo;deserves\u0026rdquo; to belong. Some girls, like Sanjeeda, challenged this dynamic by articulating the contradictions between being loved by family and being denied educational investment. Others, like Muskaan, interpreted similar dynamics differently suggesting that belonging is also shaped by how girls interpret, resist, or reconcile their experiences of structural inequality.\u003c/p\u003e\u003cp\u003eIntersectionality was not a background context for girls in this study but was the condition through which school belonging was made possible, challenged, or withdrawn. The findings support previous research on belonging among marginalized groups (Yuval-Davis, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Vaccaro \u0026amp; Newman, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), while adding the perspective of adolescent girls in rural India whose lives are shaped by some of the most enduring axes of exclusion globally.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study brings into sharp focus the multidimensional and intersectional nature of school belonging for adolescent girls in rural India. Drawing on Antonsich\u0026rsquo;s (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) framework alongside psychological literature, it argues that belonging must be understood as both an affective experience and a socio-political condition and never purely personal nor exclusively structural. For the girls attending KGBV schools, belonging was shaped through autobiographical memories, relational safety, cultural affinity, and critically, through economic precarity and legal-institutional recognition. Psychological theories have illuminated much about the emotional and interpersonal facets of belonging, yet this paper demonstrates that economic and legal dimensions remain understudied, particularly for structurally marginalized populations.\u003c/p\u003e\u003cp\u003eThrough the voices of girls who navigate intersections of caste, class, gender, religion, and rurality, this study emphasizes that belonging is inherently intersectional. Their experiences, such as internalization of exclusion in elite educational imaginaries or economic devaluation in the family cannot be meaningfully understood through a single-axis framework. Intersectionality becomes a lived condition, emergent from historical injustices and daily negotiations of space, value, and voice opposed to an abstract theoretical idea.\u003c/p\u003e\u003cp\u003eThis makes a case for applying intersectionality not as a universalizing concept, but as an empirically grounded, locally situated lens, attentive to historical, social, and cultural specificities. As scholars like Bond (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) and Menon (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) caution, the global circulation of frameworks such as intersectionality must be done critically, resisting the temptation to flatten diverse contexts into a one-size-fits-all application. This paper contributes to that effort by foregrounding the situated knowledge of girls from KGBV schools in a way that speaks back to dominant theories and expands our collective understanding of school belonging.\u003c/p\u003e\u003cp\u003eDespite the global attention to gender equity in education, belonging remains under-theorized and poorly integrated into policy and intervention frameworks, particularly in the Global South. Existing evidence on school belonging is overwhelmingly derived from Western populations (Arnett, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Jones et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), limiting the relevance of these findings for adolescents navigating structural inequities such as early marriage, caste-based discrimination, and rural poverty. Similarly, self-report instruments validated in Western, Educated, Industrialized, Rich, Democratic societies often fail to capture culturally contingent expressions of belonging in diverse contexts (XXX; Laajaj \u0026amp; Macours, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThis study extends the conversation by documenting how KGBV girls experience belonging in both empowering and constrained ways. While all-girls schools like KGBVs may foster higher levels of peer support and safety (Brutsaert \u0026amp; Van Houtte, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2002\u003c/span\u003e), they remain nested within communities and policy systems that often devalue girls\u0026rsquo; aspirations. Belonging, in this sense, is contingent, negotiated, and always situated in broader relations of power.\u003c/p\u003e\u003cp\u003eI argue for a more expansive, culturally relevant, and politically attuned approach to studying and strengthening school belonging. It is not sufficient to invest in girls\u0026rsquo; education through financial incentives or enrollment drives. Unless the broader social fabric, including family, community, and institutional systems, is actively reshaped to affirm girls\u0026rsquo; presence and potential, efforts at inclusion will fall short. Future research, funding, and policy must prioritize belonging as a central mechanism of educational justice and equity beyond just a peripheral or emotional add-on.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll research was approved by the University of Illinois Urbana Champaign Institutional Review Board (Ethical approval number: 20143; approval data: December 19, 2019) and the study conforms to recognized standards.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eInformed Consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll persons gave their informed consent prior to their inclusion in the study. The school warden serves as the designated legal guardian by the government for the KGBV schools therefore, written informed consent was obtained by the warden of the school. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThen three students from each grade volunteered to participate in the focus group discussion. The purpose of the discussion was described, and assent form was signed by the students. They were told that their anonymity will be assured, that the data will be used to analyze and publish findings without revealing their identities, and that there were no risks in participating. Students can elect to not participate and/or skip any question or quit the study at any time with no repercussions. The researcher also sought permission to audio record the discussion (for note taking purposes) making sure, no body\u0026rsquo;s identity is disclosed.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author received no specific funding for this work.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAhmed, S. (2012). \u003cem\u003eOn being included: Racism and diversity in institutional life\u003c/em\u003e. Duke University Press. https://doi.org/10.1215/9780822395324\u003c/li\u003e\n\u003cli\u003eAnfara, V. A., Brown, K. M., \u0026amp; Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. \u003cem\u003eEducational Researcher\u003c/em\u003e, \u003cem\u003e31\u003c/em\u003e(7), 28–38.\u003c/li\u003e\n\u003cli\u003eAntonsich, M. (2010). Searching for Belonging—An analytical framework: Searching for belonging. \u003cem\u003eGeography Compass\u003c/em\u003e, \u003cem\u003e4\u003c/em\u003e(6), 644–659. https://doi.org/10.1111/j.1749-8198.2009.00317.x\u003c/li\u003e\n\u003cli\u003eArnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. \u003cem\u003eAmerican Psychologist\u003c/em\u003e, \u003cem\u003e63\u003c/em\u003e(7), 602–614. https://doi.org/10.1037/0003-066X.63.7.602\u003c/li\u003e\n\u003cli\u003eAzcona, G., Bhatt, A., Brauchle, J., Fillo, G. F., Min, Y., Page, H., \u0026amp; Zhang, Y. (2022). \u003cem\u003eProgress on the sustainable development goals: The gender snapshot 2022\u003c/em\u003e. UN Women and United Nations Department of Economic and Social Affairs, Statistics Division 2022. https://bit.ly/gender-snapshot-2022\u003c/li\u003e\n\u003cli\u003eBaumeister, R. F., \u0026amp; Leary, M. R. (1995). 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Belonging and the politics of belonging. \u003cem\u003ePatterns of Prejudice\u003c/em\u003e, \u003cem\u003e40\u003c/em\u003e(3), 197–214. \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"School Belonging, Intersectionality, Marginalized Girls, Gender and Education, Politics of Belonging","lastPublishedDoi":"10.21203/rs.3.rs-7023752/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7023752/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eWhat does it mean for marginalized adolescent girls in India to belong in school? This study explores how girls attending Kasturba Gandhi Balika Vidyalayas (KGBVs) - residential public schools for historically underrepresented communities - conceptualize and experience school belonging. Using qualitative data from focus group discussions with 60 girls in the Mewat district of Haryana, India, this research examines belonging not as a universal psychological state but as a situated, intersectional phenomenon that is shaped by gender, caste, class, religion, and spatial dynamics. Integrating psychological theories of belonging with Antonsich\u0026rsquo;s (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) five-dimensional framework, the analysis reveals how school belonging emerges through emotional connection, aspirational identity, and spatial safety, while simultaneously being constrained by structural inequalities in girls\u0026rsquo; homes and communities. Four central themes are developed: a) emotional and relational anchors, b) aspirations, freedom and contours of belonging, c) spatial belonging, and d) the politics of inclusion and exclusion. Findings underscore the need to move beyond individualized understandings of belonging and instead examine how it is produced through both personal narratives and social hierarchies. This study contributes to a growing literature that centers intersectionality and lived experience in understanding educational belonging and calls for context-sensitive research, policy, and practice to foster equitable schooling environments for girls at the margins.\u003c/p\u003e","manuscriptTitle":"Belonging at the Margins: An Intersectional Analysis of Girls’ Educational Experiences in Rural India","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-16 18:21:53","doi":"10.21203/rs.3.rs-7023752/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-11-09T17:36:48+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-03T13:46:31+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-02T10:53:42+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-30T18:14:03+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-30T16:06:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"198413741361730813455149459597216037532","date":"2025-09-15T10:03:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"20168814904847705687466501742006402230","date":"2025-09-14T11:13:39+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"238623827853709008192253835615526459205","date":"2025-09-11T13:36:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"87060448323059036750897624659201805652","date":"2025-09-11T09:59:45+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"230717239169579937203862148017567980690","date":"2025-09-11T09:58:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"227710904334906591192355398812454024252","date":"2025-09-09T23:34:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"234713004110629283787896897621062285399","date":"2025-09-09T14:51:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"145106801542119110304836341794811913200","date":"2025-09-09T10:02:46+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-09T09:54:31+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-20T05:01:27+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-08-07T16:26:57+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2025-07-01T22:59:42+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"16df642e-c88b-4711-85bc-12f43000e775","owner":[],"postedDate":"September 16th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":54726008,"name":"Social science/Education"},{"id":54726009,"name":"Humanities/Philosophy"},{"id":54726010,"name":"Biological sciences/Psychology"},{"id":54726011,"name":"Social science/Psychology"},{"id":54726012,"name":"Humanities/Religion"},{"id":54726013,"name":"Social science/Sociology"}],"tags":[],"updatedAt":"2025-12-23T11:38:20+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-16 18:21:53","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7023752","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7023752","identity":"rs-7023752","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}