Hernández Maciel M, Kornienko Olga, Figueroa Jennifer M, Coker Marita, Paredes Karenina, Toth Caroline, Carrillo Julia P, Rogers Adam A, Ha Thao
Department of Human Ecology, University of California, Davis, CA, USA.
Department of Psychology, George Mason University, Fairfax, VA, USA.
J Youth Adolesc. 2025 Mar;54(3):785-806. doi: 10.1007/s10964-024-02098-0. Epub 2024 Oct 9.
There is limited knowledge about patterns of adolescents' experiences of general teacher support and support for critical consciousness and cultural competence development in school settings, which are key experiences proposed to promote academic functioning. Furthermore, less is known about potential developmental and ethnic-racial differences in these patterns. Using a person-centered approach, this study examined culturally relevant school support profiles in a sample of sixth and ninth grade students (N = 717; 49.9% girls) from the U.S. Southwest. Participants were aged 10 to 18 years (M = 13.73; SD = 1.54) and were ethnoracially diverse (31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 7.3% Black or African American, 1.4% Asian American or Pacific Islander, 1.4% American Indian or Alaska Native, and 1% Arab, Middle Eastern, or North African). Four culturally relevant school support profiles were identified: (1) low general, devoid cultural & critical support; (2) moderate general, moderate cultural, & devoid critical support; (3) high general, moderate cultural & critical support; and (4) high general, cultural, & critical support. Youth in the high general, cultural, & critical support profile had higher concurrent emotional and behavioral engagement. No significant differences were found between early (6 grade) and middle adolescent (9 grade) youth, pointing to the relevance and associations of the identified profiles across development. One significant difference emerged when comparing White and ethnoracially minoritized youth; among White youth, those in the high general, cultural, & critical support and high general, moderate cultural & critical support profiles had higher academic expectations than those in the low general, devoid cultural & critical support profile. The discussion focuses on characterizing heterogeneous and culturally relevant school support profiles, the associations between these profiles and indicators of academic functioning for ethnoracially diverse youth to advance developmental theory and the importance of promoting culturally relevant school support practices to foster developmental competencies among youth.
对于青少年在学校环境中获得教师一般支持以及促进批判性意识和文化能力发展的支持模式，我们了解有限，而这些关键体验被认为有助于提升学业表现。此外，对于这些模式中潜在的发展差异和种族差异，我们所知更少。本研究采用以个体为中心的方法，在美国西南部的一个六年级和九年级学生样本（N = 717；49.9%为女生）中，考察了与文化相关的学校支持概况。参与者年龄在10至18岁之间（M = 13.73；SD = 1.54），种族多样（31.8%为西班牙裔/拉丁裔，31.5%为多民族，25.7%为白人，7.3%为黑人或非裔美国人，1.4%为亚裔美国人或太平洋岛民，1.4%为美洲印第安人或阿拉斯加原住民，1%为阿拉伯、中东或北非裔）。研究确定了四种与文化相关的学校支持概况：（1）低一般支持、缺乏文化和批判性支持；（2）中等一般支持、中等文化支持、缺乏批判性支持；（3）高一般支持、中等文化和批判性支持；（4）高一般支持、文化和批判性支持。处于高一般支持、文化和批判性支持概况的青少年在情感和行为参与度方面更高。在早期（六年级）和中期青少年（九年级）之间未发现显著差异，这表明所确定的概况在整个发展过程中具有相关性和关联性。在比较白人和种族少数群体青少年时出现了一个显著差异；在白人青少年中，处于高一般支持、文化和批判性支持以及高一般支持、中等文化和批判性支持概况的学生比处于低一般支持、缺乏文化和批判性支持概况的学生具有更高的学业期望。讨论重点在于描述异质性且与文化相关的学校支持概况、这些概况与不同种族青少年学业表现指标之间的关联，以推进发展理论，以及促进与文化相关的学校支持实践对于培养青少年发展能力的重要性。
