Social support and positive future expectations, hope, and achievement among Latinx students: Implications by gender and special education

A cultural-ecological approach posits that multiple sources of relational support can contribute to youths’ strengths development. Some such strengths are positive future expectations (PFE) and hope, both of which represent beneficial, future-oriented cognitive-motivational constructs; however, they have not been fully explored among Latinx youth. Furthermore, it is unknown how different socializing agents (i.e., family, teachers, friends) influence youths’ PFE, hope, and academic achievement, and if relations differ by gender and special education (SPED) designation. The present study (5^th–12^th grade Latinx students living in the Southwest U.S.; n = 748; 49% male; 15% SPED) investigated whether students’ relational supports longitudinally related to their PFE (for education/work, self-satisfaction, community involvement), hope, and academic achievement 1 year later. In the non-SPED designated sample, family support related to PFE for work/education and self-satisfaction for boys. Conversely, teacher support related to PFE for work/education and self-satisfaction for girls. PFE for community involvement was low across the sample. The same pattern emerged for hope, with family support significant for boys and teacher support for girls. For achievement, teacher support related positively across gender. Friend support had few significant associations overall, although a significant negative relation emerged between friend support and achievement for SPED students. SPED students had a positive path between family support and PFE for work/education. Findings support a multidimensional approach to increasing strengths and resilience through increased attention to family, teacher, and friend support across unique groups of Latinx youth.