Although previous literature indicates that parents and siblings each provide key support for Latinx adolescents’ academic success, most studies have not considered how parents and siblings work as a system to support adolescents in science. Informed by theories on family systems and family influence on youth’s achievement and education, this study aimed to (a) identify what Latinx adolescents believed were the most helpful ways that parents and siblings supported them in science, and (b) explore whether family science support varied based on parents’ science education. Using a qualitative approach, semi-structured interviews from 90 Latinx adolescents (mean age = 15.54 years; 38% girls; 84% born in the U.S.) were analyzed using inductive and deductive approaches. We found that parents and siblings supported Latinx adolescents in science through various home-based strategies: active engagement (classwork help and monitoring), academic socialization (encouragement, conversations about the future, and advice) and providing resources (material and social resources). Adolescents mentioned their older siblings were particularly helpful in providing class-specific support based on the science classes that they had previously taken. Additionally, our findings suggest that siblings relied more on classwork help from only older siblings in families where parents did not take any high school science classes compared to families where parents took some high school science classes. Overall, this study highlights the complementary science support that parents and siblings provide Latinx adolescents and the valuable role that siblings can play in Latinx families when parents have limited science education.

尽管以前的文献表明父母和兄弟姐妹各自为拉丁裔青少年的学业成功提供了关键支持，但是大多数研究都没有考虑父母和兄弟姐妹如何作为支持青少年科学的系统。在有关家庭制度以及家庭对青年的成就和教育的影响的理论的指导下，本研究旨在（a）确定拉丁裔青少年认为父母和兄弟姐妹在科学上支持他们的最有用的方式，以及（b）探索家庭科学是否支持根据父母的科学教育而有所不同。使用定性方法，采用归纳和演绎方法对来自90个拉丁裔青少年（平均年龄= 15.54岁； 38％的女孩； 84％的美国出生）的半结构式访谈进行了分析。我们发现，父母和兄弟姐妹通过各种基于家庭的策略为拉丁裔青少年提供了科学支持：积极参与（课堂帮助和监督），学术社交（鼓励，关于未来的对话和建议）以及提供资源（物质和社会资源）。青少年们说，他们较年长的兄弟姐妹在根据他们以前参加的科学课提供特定于课程的支持方面特别有帮助。此外，我们的研究结果表明，与父母参加某些高中科学课程的家庭相比，父母没有上任何高中科学课程的家庭中，兄弟姐妹更多地依赖于年长的兄弟姐妹提供的班级帮助。全面的，