Evidence map›Paper›PMID 39384665›Full record

ArticleJournal of youth and adolescence2025

Identifying Culturally Relevant School Support Profiles and Links to Academic Functioning in Adolescents.

Maciel M Hernández, Olga Kornienko, Jennifer M Figueroa, Marita Coker, Karenina Paredes, Caroline Toth, Julia P Carrillo, Adam A Rogers, Thao Ha

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of youth and adolescence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Maciel M HernándezDepartment of Human Ecology, University of California, Davis, CA, USA. mmhernandez@ucdavis.edu.ORCID http://orcid.org/0000-0001-8338-5820
Olga KornienkoDepartment of Psychology, George Mason University, Fairfax, VA, USA.ORCID http://orcid.org/0000-0002-7327-0250
Jennifer M Figueroa *Department of Psychology, Arizona State University, Tempe, AZ, USA.
Marita Coker *Department of Psychology, George Mason University, Fairfax, VA, USA.
Karenina Paredes *Department of Psychology, Arizona State University, Tempe, AZ, USA.
Caroline Toth *Department of Psychology, George Mason University, Fairfax, VA, USA.
Julia P Carrillo *Department of Human Ecology, University of California, Davis, CA, USA.
Adam A RogersSchool of Family Life, Brigham Young University, Provo, UT, USA.
Thao HaDepartment of Psychology, Arizona State University, Tempe, AZ, USA.ORCID http://orcid.org/0000-0003-1498-7873

Funding

Spencer Foundation 202100291
6 · The paper itself

Abstract

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

Indexed as

Academic SuccessAdolescent BehaviorCultural CompetencySchoolsSocial SupportStudentsAdolescentChildEthnicityFemaleHumansMaleRacial GroupsSchool TeachersSouthwestern United StatesAcademic functioningAdolescenceCulturally relevant school supportTeacher support

Identifiers

PMID39384665
PMCPMC11846714

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.