文化相关学校支持模式与双疫情后学业成绩轨迹的关联
Culturally relevant school support profiles are associated with academic achievement trajectories post-COVID dual pandemic onset
一项针对美国西南部717名六、九年级学生的研究发现，经历高一般性、中等文化与批判性支持，或低一般性、缺乏文化与批判性支持的九年级学生，其2019至2021年GPA轨迹显著优于仅获中等一般性与文化支持、缺乏批判性支持的学生；六年级学生中未发现此类差异。该研究考察文化相关学校支持能否缓冲双疫情冲击下的GPA下滑，结果仅基于摘要，属关联性发现。
The COVID-19 pandemic and the 2020 racial awakening posed challenges to adolescents’ academic functioning. Culturally relevant school supports are one potential source of resilience in the dual pandemic. This study examined whether heterogeneous culturally relevant school support profiles buffered declining grade point average (GPA) trajectories from 2019 to 2021 among sixth- and ninth-grade students in the U.S. Southwest ( N = 717; M age = 13.7; 49.9% girls; 31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 11.1% Black/African American, Asian American, American Indian, or AMENA). Ninth-grade students experiencing high general, moderate cultural, & critical support or low general, devoid cultural, & critical support had significantly better GPA trajectories than those experiencing moderate general & cultural, devoid critical support . Among sixth-grade students, no differences emerged. Discussion of these complex patterns focuses on implications for academic resilience after the dual pandemic.
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来源：Child Development · academic.oup.com