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^th grade) and middle adolescent (9^th 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.

关于青少年在学校环境中对一般教师支持和对批判意识和文化能力发展的支持的经验模式，人们的了解有限，这些是促进学术功能的关键经验。此外，对这些模式中潜在的发育和民族-种族差异知之甚少。本研究采用以人为本的方法，检查了来自美国西南部的六年级和九年级学生（N = 717;49.9% 为女生）样本中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），并且种族多样化（31.8% 西班牙裔/拉丁裔，31.5% 多种族，25.7% 白人，7.3% 黑人或非裔美国人，1.4% 亚裔美国人或太平洋岛民，1.4% 美洲印第安人或阿拉斯加原住民，1% 阿拉伯人、中东或北非人）。确定了四个文化相关的学校支持概况：（1）低一般，缺乏文化和批判支持; （2）中等一般，中等文化，&缺乏关键支持;（3）高一般，中等文化和批判支持; 和（4）高一般，文化和批判支持。处于高一般、文化和关键支持特征中的青年同时具有更高的情绪和行为参与度。在早期（6^年级）和青少年中期（^{9 年级）}之间没有发现显著差异，这表明已确定的概况在整个发展过程中的相关性和关联性。 在比较白人和少数族裔青年时，出现了一个显着差异;在白人青年中，那些处于高一般、文化和关键支持以及高一般、中等文化和关键支持概况中的那些人的学术期望高于低一般、缺乏文化和关键支持概况的人。讨论的重点是描述异质和文化相关的学校支持概况、这些概况与种族多元化青年推进发展理论的学术功能指标之间的关联，以及促进文化相关学校支持实践以培养青年发展能力的重要性。