Lorenzo-Blanco Elma I, Henriquez Kimberly L, Romero Michelle Y Martin, Stein Gabriela Livas, Isaza Alejandra Garcia
University of Texas at Austin, Austin, Texas.
University of North Carolina at Greensboro, Greensboro, North Carolina.
J Educ Psychol. 2025 Jul 10. doi: 10.1037/edu0000956.
The current qualitative investigation explored Latinx youths' and parents' reimagined ideal school realities in the context of cultural stressors. Forty-five youth (50% female; 0% non-binary; = 15.26 years, = .79; range = 14 - 17) and 28 parents (75% female; 0% non-binary; = 42.36, = 8.51; range = 31 - 71) participated in six separate youth and parent focus groups. Guided by reflexive thematic analysis, we constructed two themes: 1) inclusive, welcoming, and safe schools and 2) schools without cultural stressors and filled with supportive allies; each with three accompanying subthemes. Youths' and parents' reimagined ideal realities revealed needed changes in people and infrastructure within the school context. Youths' and parents' descriptions also revealed how the school context might be changed to remove the burden of dealing with cultural stressors from youth and parents by changing the school context to promote student/parent engagement, foster student well-being and academic thriving, and protect students and parents from cultural stressor experiences.
当前的定性研究探讨了拉丁裔青少年及其父母在文化压力背景下重新构想的理想学校现实。45名青少年（50%为女性；0%为非二元性别；平均年龄=15.26岁，标准差=0.79；年龄范围=14 - 17岁）和28名父母（75%为女性；0%为非二元性别；平均年龄=42.36岁，标准差=8.51；年龄范围=31 - 71岁）参与了六个分别针对青少年和父母的焦点小组。在反思性主题分析的指导下，我们构建了两个主题：1）包容、友好和安全的学校；2）没有文化压力且有支持性盟友的学校；每个主题都有三个相关的子主题。青少年和父母重新构想的理想现实揭示了学校环境中人员和基础设施方面所需的变革。青少年和父母的描述还揭示了如何通过改变学校环境来促进学生/家长参与、培养学生幸福感和学业成就，并保护学生和家长免受文化压力体验，从而改变学校环境，减轻青少年和父母应对文化压力的负担。
