low-SES Youth Research Articles

A Novel Methodological Approach to Measure Linear Trends in Health Inequalities: Proof of Concept With Adolescent Smoking in Europe.

We describe a new method for presenting and interpreting linear trends in health inequalities, and present a proof-of-concept analysis of inequalities in smoking among adolescents in Europe. We estimated the regression line of the assumed linear relationship between smoking prevalence in low- and high-socioeconomic status (SES) youth over time. Using simulation, we constructed a 95% confidence interval (CI) for the smoking prevalence in low-SES youth for when this would be 0% in high-SES youth, and we calculated the likelihood of eradicating smoking inequality (<5% for both low and high SES). This method was applied to data on adolescents aged 15-16 years (n= 250,326) from 23 European countries, derived from the 2003-2015 European Survey Project on Alcohol and Other Drugs. Smoking prevalence decreased more slowly among low- than among high-SES adolescents. The estimated smoking prevalence was 9.4% (95% CI: 6.1, 12.7) for boys and 5.4% (95% CI: 1.4, 9.2) for girls with low SES when 0% with high SES. The likelihood of eradicating smoking inequality was <1% for boys and 37% for girls. We conclude that this novel methodological approach to trends in health inequalities is feasible in practice. Applying it to trends in smoking inequalities among adolescents in Europe, we found that Europe is currently not on track to eradicate youth smoking across SES groups.

“Soccer is all I am, there is nothing else”: Self, future orientation, and cultural capital among low SES youth who play professional soccer

This paper examines how low SES youth who play soccer in professional clubs experience and define themselves and the place of soccer (and being professional youth players) in their self-concept from the perspective of Bourdieu's class theory. In-depth interviews with 22 youth revealed four key findings: self-definitions and perceptions of their significant others (parents, teachers, and coaches); school experiences; descriptions of professional soccer participation experiences; and future orientation. These findings provide insights into the link between class, sports, and education, including the characteristics of the sporting habitus and class habitus of youth and their contribution to social inequality and educational stratification. Moreover, the discussion section emphasizes the educational importance of a future orientation and practicing it as an agentic means of coping with the habitus of constraint, structural vulnerabilities, and social exclusions.

Disparity in Built Environment and Its Impacts on Youths' Physical Activity Behaviors During COVID-19 Pandemic Restrictions.

ObjectivesGuided by the social ecological model, this study aimed to examine the relations of built environments (i.e., walking/cycling infrastructure, recreation facilities, neighborhood safety/crime), youth’s transition abilities, and changes of youth’s physical activity (PA) and play behaviors due to COVID-19-based restrictions. Ethnic and socioeconomic status (SES) disparities were also examined on studies variables during the COVID-19 restrictions.MethodA cross-sectional research design was used to assess an anonymous online survey completed by US parents/guardians. The final sample had 1324 children and adolescents (Meanage = 9.75; SD = 3.95; 51.3% girls), and 35.5% the families were of upper socioeconomic class (income > $150,000). Parents reported the perceived built environment and neighborhood safety, child’s PA and play behaviors during COVID-19 pandemic shelter-in-place restrictions.ResultsYouths who had access to safe built environment were more active and played more outdoor/indoor (p < .01). It was found playing behavior in yard and neighborhood were significantly increased, but community-based play behavior was significantly reduced during COVID-19 restrictions. The SEM analysis (χ2/df = 236.04/54; CFI = .966) supported indirect and direct effects of neighborhood safety on PA changes during COVID-19 restrictions, and the youth’s ability to respond to COVID-19 restrictions served as a full mediator. Low-SES and Hispanic minority youth reported significantly less safety to walking or playing in their neighborhoods than their middle-/high-SES non-Hispanic peers (p < .001). Regardless of ethnicity, the magnitude of the reduction of MVPA was significantly higher among low-SES groups than that of the high- and middle-SES groups (p < .001).ConclusionsThese findings demonstrate a need to tailor programs and policies to help high-risk groups (e.g., low SES) stay active, healthy, and resilient during and after the COVID-19 pandemic.

Adolescents' adherence to Centers for Disease Control and Prevention guidelines during the COVID-19 pandemic.

BackgroundThe outbreak of the coronavirus (COVID‐19) pandemic in the United States resulted in safety guidelines from the Centers for Disease Control and Prevention (CDC) intended to curb the spread of the virus. Adolescents are potentially at risk for disregarding these guidelines due to their reduced psychosocial maturity compared with adults. The current study examined the relationship between adolescents' psychosocial maturity, perceived importance of the CDC guidelines and adherence to the CDC guidelines within some of the highest risk groups for contracting COVID‐19 in a county particularly impacted by the pandemic (i.e., Hispanic and low‐SES youth in El Paso, Texas).MethodsParticipants completed a phone interview with a research assistant regarding their thoughts and behaviours in the initial months of the COVID‐19 pandemic. Adolescents (N = 68) were 15.38 years old on average (SD = 1.05, range = 13, 17), predominantly male (60.3%) and nearly exclusively Hispanic/Latino (94.1%).ResultsResults indicated that although more psychosocially mature adolescents reported greater adherence to the CDC guidelines than less psychosocially mature adolescents, the association between psychosocial maturity and adherence was fully mediated by how important adolescents felt it was to follow the guidelines. Specifically, greater perceived importance was associated with greater adherence to the guidelines.ConclusionsThe current study found that more psychosocially mature adolescents adhere to CDC's safety guidelines better than less psychosocially mature adolescents because they are more likely to view the guidelines as important. Information that attempts to increase adolescent adherence to the guidelines should therefore emphasize not only that following the guidelines is important, but why following the guidelines is so important. Less psychosocially mature adolescents may benefit most from interventions efforts and targeted messages regarding the importance of following the CDC's guidelines, as more psychosocially mature adolescents already recognize this importance.

The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students

Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report on two studies (N = 622) in which we explored whether the combined effects of goals and reasons on academic outcomes were different for a sample of low-SES youth than for other older higher-SES samples in the literature. Participants were low-SES high-school students in Lima, Peru. The results show that autonomous reasons for endorsing mastery goals positively predicted students' collective engagement and mathematics grades above the effect of mastery goals as such. Second, controlled reasons negatively predicted end-of-the year math grades. Finally, mastery goals’ relations with mathematics grades and behavioral engagement were attenuated when endorsed for low autonomous reasons. The findings extend the knowledge on mastery goal-complexes and show they apply to low-SES students.

Biological sensitivity to context as a dyadic construct: An investigation of child-parent RSA synchrony among low-SES youth.

Parenting behaviors are significantly linked to youths' behavioral adjustment, an association that is moderated by youths' and parents' self-regulation. The biological sensitivity to context theory suggests that respiratory sinus arrhythmia (RSA) indexes youths' varying susceptibility to rearing contexts. However, self-regulation in the family context is increasingly viewed as a process of "coregulation" that is biologically embedded and involves dynamic Parent×Child interactions. No research thus far has examined physiological synchrony as a dyadic biological context that may moderate associations between parenting behaviors and preadolescent adjustment. Using a two-wave sample of 101 low-socioeconomic status (SES) families (children and caretakers; mean age 10.28 years), we employed multilevel modeling to examine dyadic coregulation during a conflict task, indicated by RSA synchrony, as a moderator of the linkages between observed parenting behaviors and preadolescents' internalizing and externalizing problems. Results showed that high dyadic RSA synchrony resulted in a multiplicative association between parenting and youth adjustment. High dyadic synchrony intensified the relations between parenting behaviors and youth behavior problems, such that in the context of high dyadic synchrony, positive and negative parenting behaviors were associated with decreased and increased behavioral problems, respectively. Parent-child dyadic RSA synchrony is discussed as a potential biomarker of biological sensitivity in youth.

Validation Study and Outcomes of the Diabetes Quality of Life in Youth Instrument in Haitian Youth With Type 1 Diabetes Residing in Haiti

ObjectivesHealth-related quality of life (HRQL) in type 1 diabetes is a critical health outcome but has not been studied in many low-income countries. In this study we evaluated the validity of 2 HRQL instruments, measured the HRQL and explored the association between HRQL and glycemic control. MethodsThis was a cross-sectional study of Haitian youth with diabetes between 0 and 25 years of age and living in Haiti. We administered the 51-item Diabetes Quality of Life for Youth (DQOLY) questionnaire and the EuroQol Visual Analogue Scale (EQ-VAS). Psychometric analyses evaluated internal consistency and construct validity of the DQOLY and its 21-item short form, the DQOLY-SF. Linear regression was used to identify predictors of HRQL and glycated hemoglobin (A1C). ResultsIn 85 youth (59% female; mean age, 17.5 years; mean diabetes duration, 3.7 years; mean A1C, 11.3%), DQOLY and DQOLY-SF had adequate internal consistency with Cronbach’s alpha values of 0.86 and 0.84, respectively. Confirmatory factor analysis revealed adequate validity for the DQOLY-SF and DQOLY Satisfaction subscale. HRQL, as measured using the DQOLY-SF, was 62±16 (mean ± standard deviation) out of 100. Mean EQ-VAS score was 78±24 out of 100. Older age (p=0.004), female sex (p=0.02) and lower socioeconomic status (SES) (p=0.03) were risk factors for lower DQOLY score, and older age (p=0.02) and marginally female sex (p=0.06) for lower DQOLY-SF score. No predictors of EQ-VAS were identified. HRQL measures were not associated with glycemic control. ConclusionsThe DQOLY-SF and DQOLY Satisfaction subscale are valid measures of HRQL in Haitian youth with diabetes. HRQL is low and was worse in older, female and low-SES youth, but was not associated with glycemic control.

Socioeconomic status and concussion reporting: The distinct and mediating roles of gist processing, knowledge, and attitudes

AbstractImproving health outcomes for concussed athletes and others requires self‐reporting symptoms; not reporting risks second‐impact syndrome and death. However, concussions in adolescents and young adults are often underreported. We treat reporting as a risky decision, extending predictions of fuzzy‐trace theory (FTT). We hypothesize that low SES indirectly interferes with the development of cognitive skills that reduce unhealthy risky decision making. Specifically, we expect that SES may be related to intentions to report a concussion because low SES delays development of cognitive gist processing that reduces risk‐taking. Adolescents in high‐school and young adults in college (n = 1211) answered questions about concussion knowledge, concussion attitudes, and cognitive scales based on FTT: categorical thinking and endorsement of gist principles about risk. Overall, for each of the two age groups, and for athletes as well as nonathletes, SES was associated with reporting intentions, and this association was mediated by the three psychological predictors we tested: gist processing, concussion knowledge, and concussion attitudes. Results are consistent with lower SES reducing opportunities for normative cognitive development, the latter characterized by developmental increases in gist processing about risk. Hence, consistent with hypotheses, gist processing, concussion knowledge, and healthier attitudes about concussions were each associated with greater intentions to report concussions. Although educational initiatives currently focus on rote knowledge and healthy attitudes, future interventions to reduce concussion underreporting could benefit from explaining the gist of risk, especially to low SES youth, adapting successful FTT‐based risk‐reduction curricula from other domains.

Physiological Stress Response Reactivity Mediates the Link Between Emotional Abuse and Youth Internalizing Problems.

Youth who are raised in emotionally abusive families are more likely to have poor mental health outcomes such as depression and anxiety. However, the mechanisms of this association are unclear. The present study utilized a longitudinal sample of low-SES youth (N = 101, MageT1 = 10.24) to examine stress response reactivity (i.e. vagal withdrawal, sympathetic activation, and hypothalamic-pituitary-adrenal [HPA] axis activation) as mediators between emotional abuse and prospective youth internalizing symptoms. Results indicated that blunted HPA reactivity to a laboratory social stress task mediated the association between emotional abuse and youth internalizing symptoms. Emotional abuse was also associated with blunted parasympathetic nervous system activity (i.e. less vagal withdrawal than average). In sum, emotional abuse is a potent risk factor for youth internalizing symptoms, and this link may be mediated via dysregulation in physiological stress response systems. Primary prevention of childhood emotional abuse and secondary prevention programs that target self-regulation skills may reduce rates of youth internalizing symptoms and disorders.

Targeting cognitive and emotional regulatory skills for smoking prevention in low-SES youth: A randomized trial of mindfulness and working memory interventions

Research to date provides striking evidence that youth from low socio-economic status (SES) households are at an increased risk for smoking. Converging evidence from developmental studies, psychopathology studies, intervention studies, and basic research on self-control abilities have identified working memory and distress tolerance as potential crucial modifiable risk factors to prevent smoking onset in this cohort. To confirm the value of these mechanistic targets, this randomized trial was designed to evaluate the influence of working memory and distress tolerance interventions on risk of smoking initiation. Recruiting primarily from low-income community afternoon programs, we randomized 93 adolescents to one of three intervention conditions, all of which were a prelude to a smoking-prevention informational intervention: (1) a working memory intervention, (2) a mindfulness training intervention to target distress tolerance, and (3) a wellness-focused control condition. Despite a number of adherence efforts, engagement in treatment was limited, and under these conditions no significant evidence was found either for differential efficacy for smoking prevention or for intervention effects on mechanistic targets. However, working memory capacity and distress tolerance were found to be negatively related to smoking propensity. As such, our mechanistic targets—working memory and distress tolerance--may well be processes undergirding smoking, despite the fact that our interventions did not adequately engage these targets.

A belief in socioeconomic mobility promotes the development of academically motivating identities among low-socioeconomic status youth

ABSTRACT Despite barriers to educational attainment, low-SES youth often maintain strong academic intentions and performance if they continue to view school as important for obtaining the desired futures they envision for themselves. We undertook three related studies to examine the importance of one aspiration central to the desired futures of many low-SES youth: attaining upward socioeconomic mobility. Cross-sectional, longitudinal (Study 1), and experimental data (Study 2) demonstrate that low-SES youth’s beliefs about their likelihood of attaining mobility affects their likelihood of envisioning futures that hinge on educational attainment, which ultimately predict their academic intentions and performance. Study 3 then tests a novel intervention for promoting the adoption of education-dependent futures among low-SES youth: highlighting multiple viable school-based paths to future mobility.

Coping and Culture: The Protective Effects of Shift-&-Persist and Ethnic-Racial Identity on Depressive Symptoms in Latinx Youth.

Shift-&-persist is a coping strategy that has been shown to lead to positive health outcomes in low-SES youth but has not yet been examined with respect to psychological health. This study tests whether the shift-&-persist coping strategy works in tandem with ethnic-racial identity to protect against depressive symptoms in the face of two uncontrollable stressors: economic hardship and peer discrimination. In a sample of 175 Latinx youth (51.4% female; Mage = 12.9), shift-&-persist buffered the positive relation between economic hardship and depressive symptoms. In terms of peer discrimination, among youth who reported little use of shift and persist, discrimination was related to higher depressive symptoms, whereas youth who reported higher amounts of shift and persist (at and above the mean) were protected and did not evidence this association. However, among youth with high ethnic-racial identity, shift-&-persist failed to protect against the deleterious association between peer discrimination and depressive symptoms. These findings suggest that shift-&-persist is protective for Latinx youth, although the context in which it is protective changes based on the racialized/non-racialized nature of the stressor.

Associations between Neighborhood SES and Functional Brain Network Development

Higher socioeconomic status (SES) in childhood is associated with stronger cognitive abilities, higher academic achievement, and lower incidence of mental illness later in development. While prior work has mapped the associations between neighborhood SES and brain structure, little is known about the relationship between SES and intrinsic neural dynamics. Here, we capitalize upon a large cross-sectional community-based sample (Philadelphia Neurodevelopmental Cohort, ages 8–22 years, n = 1012) to examine associations between age, SES, and functional brain network topology. We characterize this topology using a local measure of network segregation known as the clustering coefficient and find that it accounts for a greater degree of SES-associated variance than mesoscale segregation captured by modularity. High-SES youth displayed stronger positive associations between age and clustering than low-SES youth, and this effect was most pronounced for regions in the limbic, somatomotor, and ventral attention systems. The moderating effect of SES on positive associations between age and clustering was strongest for connections of intermediate length and was consistent with a stronger negative relationship between age and local connectivity in these regions in low-SES youth. Our findings suggest that, in late childhood and adolescence, neighborhood SES is associated with variation in the development of functional network structure in the human brain.

What Alters the Experience of Emerging Adulthood? How the Experience of Emerging Adulthood Differs According to Socioeconomic Status and Critical Life Events

The present mixed-methods study examined the relationship between socioeconomic status (SES) and the experience of emerging adulthood (EA). In Study 1, the associations among SES, EA, and critical life events (CLEs) were explored. CLEs were examined as a mediator between SES and EA in a German sample ( N = 3,269). Participants’ educational attainment, SES, and occupation-related prestige were associated with the experience of EA. For example, lower SES was associated with higher perceived instability, with more experienced CLEs mediating this relationship. Lower SES was associated with a higher number of CLEs, which, for example, was related to more focus on others. In Study 2, interview data from emerging adults with low educational attainment who were engaged in vocational training ( N = 12) were analyzed. In addition to reporting many CLEs, themes regarding their perception of their current life phase were established, indicating that low-SES youth experience aspects of EA as well.

Youth, class, and happiness

Through in-depth interviews with youth from different socioeconomic (SES) classes, this article examines how they talk about happiness, how they experience and act in relation to it, and whether and how class-related cultural repertoires affect subjective definitions of happiness. The study's findings reveal significant differences between the various classes with regard to the definition of the concept of happiness, specific characteristics of happiness, the orders of discourse that support happiness-talk, and practices for achieving happiness. Ways in which SES-related cultural repertoires influence the differences in the youths' descriptions are discussed, as well as the implications of these findings for therapeutic and educational work with youth. One of the key findings is the relative absence of use of psychological discourse among low SES youth and its hyper-use among upper SES youth. These findings thus highlight a need for culture-sensitive therapy and education to enhance the daily experiences of schoolchildren.

124. Adverse Childhood Experiences, Body Mass Index And Body Image In Adolescents: Are They Interrelated?

Adverse childhood experiences (ACEs) are clearly associated with increased rates of obesity later in life. Many adolescents with BMIs >85% exhibit unhealthy weight control behaviors, and body image (BI) disturbances may mediate these behaviors. However, the association between ACEs, BMI, and BI remains unexamined. Therefore, we have conducted a pilot study to examine, among preadolescents at high risk for multiple ACEs: 1) the prevalence of ACEs, BI, and BMI, and 2) the associations between number of ACEs and both BI scores and BMI percentiles. The study was conducted at a middle school in Rochester NY with a large proportion of minority and low-income students. All 7-8th graders were screened in 9/2017. ACEs were assessed using the ACE-Q (Center for Youth Wellness), an adolescent focused version of the original ACE screener. High ACEs were categorized as >3. BI was measured with the SATAQ, using a version that was validated on middle school students. Scores range from 14-70, with higher scores representing higher disturbance (or poor body esteem) in BI. A previous study of BI of white middle-class adolescents showed a mean SATAQ score of about 30 +/- 10. BMI was measured by percentile ranking, as recommended for preadolescents. We used descriptive statistics to analyze means (SD), frequencies and/or percentiles of ACEs, BI, and BMI. Bivariate analysis examined the relationship between high ACEs and BI scores and BMI percentiles. Students who assented to participate (N=151) were 62% Black or Hispanic; genders were balanced. The prevalence of ACEs in these youth was very high: 48% had >3 ACEs. In this sample, 47% had a BMI that was at the >85th percentile (overweight), and 25.5% were at the >95th percentile (obese). The mean BI score was 34.44 +/- 14.28. Thus in our sample, both BMI and BI scores were somewhat higher than previous reports for low SES youth. However, we found no significant relation between high ACEs and BI score (p=.321) or BMI percentile (p= .176). In this relatively new area of investigation, we found no associations between ACEs and BI or ACEs and BMI, unlike three previous studies. If a study with a larger sample confirms our results, our findings suggest that the preadolescent period might be optimal for interventions to prevent obesity, since ACEs and BMI, and also BMI and BI, are known to be associated in post-pubertal adolescents and in adults. The next phase of this study will evaluate the effects of a resilience intervention on pre/post BI scores in preadolescents with high ACE scores. If these results are positive, parallel studies in adolescents after puberty would be warranted.

Individual, social, and family factors associated with high school dropout among low-SES youth: Differential effects as a function of immigrant status.

In most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background. The first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout. Next, we examined the differential associations between these individual, social, and family factors and high school dropout as a function of students' immigration status. Participants were 2291 students (54.7% with an immigrant background) from ten low-SES schools in Montreal (Quebec, Canada). Individual, social, and family predictors were self-reported by students in secondary one (mean age=12.34years), while school dropout status was obtained five or 6years after students were expected to graduate. Results of logistic regressions with multiple group latent class models showed that first- and second-generation students faced more economic adversity than third-generation-plus students and that they differed from each other and with their native peers in terms of individual, social, and family risk factors. Moreover, 40% of the risk factors considered in this study were differentially associated with first-, second-, and third-generation-plus students' failure to graduate from high school. These results provide insights on immigrant and non-immigrant inner cities' students experiences related to school dropout. The implications of these findings are discussed.

“Nobody Sees It, Nobody Gets Mad”: Social Media, Privacy, and Personal Responsibility Among Low-SES Youth

While few studies examine the online privacy practices or attitudes of young people of low socio-economic status (SES), they are often at the most risk of and most susceptible to privacy violations. This participatory, collaborative study of 28 low-SES young adults in the New York City area investigates how they view online information sharing. Like most Americans, our participants viewed online privacy as an individual responsibility. We make two primary contributions. First, participants revealed extensive awareness of the risks of sharing information online, and many avoided social media, self-censored, or obfuscated their contributions as a result. Second, many participants had extensive experience with policing and physical surveillance and were aware they could not avoid such encounters through their own efforts. This window into structural discrimination provides an alternate frame to that of “individual responsibility” that educators and researchers can use to conceptualize how privacy is violated online. Framing online privacy violations as inevitable and widespread may not only help foster activist anger and strategic resistance but also avoid the victim-blaming narratives of some media literacy efforts. By examining the experiences of these young people, who are often left out of mainstream discussions about privacy, we hope to show how approaches to managing the interplay of on- and offline information flows are related to marginalized social and economic positions.

Green and lean: Is neighborhood park and playground availability associated with youth obesity? Variations by gender, socioeconomic status, and race/ethnicity.

Parks and park features are important for promoting physical activity and healthy weight, especially for low-income and racial/ethnic minority youth who have disproportionately high obesity rates. This study 1) examined associations between neighborhood park and playground availability and youth obesity, and 2) assessed whether these associations were moderated by youth race/ethnicity and socioeconomic status (SES). In 2013, objectively measured height and weight were collected for all 3rd-5th grade youth (n=13.469) in a southeastern US county to determine body mass index (BMI) percentiles. Enumeration and audits of the county's parks (n=103) were concurrently conducted. Neighborhood park and playground availability were calculated as the number of each facility within or intersecting each youth's Census block group. Multilevel linear regression models were utilized to examine study objectives. For boys, no main effects were detected; however, SES moderated associations such that higher park availability was associated with lower BMI percentile for low-SES youth but higher BMI percentile for high-SES youth. For girls, the number of parks and playgrounds were significantly associated with lower BMI (b=-2.2, b=-1.1, p<0.05, respectively) and race/ethnicity and SES moderated associations between playground availability and BMI percentile. Higher playground availability was associated with lower BMI percentile for White and high-SES girls but higher BMI percentile for African American and low-SES girls. Considerable variation was detected in associations between park and playground availability and youth obesity by SES and race/ethnicity, highlighting the importance of studying the intersection of these characteristics when exploring associations between built environment features and obesity.

The Promise and Limitations of a College-Going Culture: Toward Cultures of Engaged Learning for Low-SES Latina/o Youth

Background/Context Literatures on college-going cultures offer patterns and lists of practices that promote schoolwide attention to college-going for nondominant youth, often with organization-level analyses of policies and procedures. Other literature identifies promising practices and challenges to conventional instruction, often examining pedagogical discourse. Seldom are ideas from these two literatures brought together to examine promises and tensions of effectively preparing youth of color for higher education. Our study examined both school and classroom levels to develop such understanding. Purpose/Objective/Research Question/Focus of Study The purpose was to learn how high schools committed to reversing historic underrepresentation of low-SES students of color in higher education may leverage two dimensions of schooling to hit this goal: development of a school-wide college-going culture with norms and roles that articulate high expectations and provide extensive supports toward college admissions and academically engaging classroom experiences that include rigorous and meaningful disciplinary challenges, supported by language-rich communication, collaboration, culture, and context. To learn about one school's complex college-for-all efforts, we asked: How is a college-going culture enacted at the school, and by whom, to support Latina/o students in gaining access to college? What is the nature of academic engagement at the school that may help prepare Latina/o students for college? Setting Urban College Academy (UCA) is a public charter high school whose population was 98% Latina/o, 35% English learners, 81% receiving free/reduced price lunch. UCA's entering students were predominantly two or more years below grade level in reading and computing, according to standardized tests. The school explicitly recruits students who have previously failed a course, and the mission statement identifies “underachieving students” as UCA's target population. Students are mostly of Mexican origin, with roughly 80% first generation. Population/Participants/Subjects We collected data from school leaders, teachers, counselors, parents, and students. At classroom level, we selected six focal teachers (diverse in subject areas, ethnicity/race, and gender). We examined work and perspectives of focal students representative of academic performance and English language proficiency per focal class. Research Design We treat UCA as a “critical case,” holding strategic importance to the problem on which the study focuses. Using qualitative methods, a survey, and structured observation scores, we worked to integrate, associate, and counter themes and findings between and across school organization and classroom levels. Data Collection and Analysis School-level analysis focused on normative social structures (goals, values, norms, and roles); resource allocations associated with advancing a mission to promote Latina/o students’ academic success and college acceptance; and factors UCA identified as relevant. Drawing on over 40 hours of transcribed interviews with a wide range of participants, we developed themes and triangulated with other data. Classroom observation data were analyzed using CLASS and Standards Performance Continuum protocols, supported by other analyses. Teacher cases used teacher history and refections on practice; videos, annotated fieldnotes; materials of teaching; and student work samples and focus groups. We found comparisons, contrasts, and tensions across lessons and classes; one case emerges as “a pocket of promise.” Conclusions/Recommendations The study reveals a need for ongoing attention to both a college-going culture and instructional interactions. It highlights distinctions between college talk (talk about college) and college-level academic discourse, or socialization versus academic functions of schooling for college access and success. The study uncovers promising instructional interactions, as well as tensions, in engaging low-SES Latina/o students in academically rigorous work. Results suggest schools supporting low-SES youth of color may need a schoolwide culture of engaged learning that is rigorous, meaningful, and infused throughout school.