This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants (n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students’ perceived engagement within the multicultural center, however, some but not all of these predictors transferred toward sentiments of school engagement. Qualitative sources elucidated additional factors bolstering student engagement. Social, cultural, and resistance capitals were identified as key protective factors in relation to student perseverance. Findings also indicated institutional barriers against student engagement including a lack of cultural and ethnic representation throughout multiple levels of the university. Implications for expanding conceptions of social capital within late adolescent identity development theory are discussed.

这项研究通过结合两组与青少年晚期发育有关的文献，学校参与和多元文化大学中心提供了新颖的贡献。这项混合方法研究的目的是：（a）定量探索学生感知的文化领导经验与多元文化中心内与学校参与有关的支持之间的关系，以及（b）定性地解决其他促进因素和障碍。参与者包括134名大学生，主要是拉丁裔/西班牙裔（35.1％），黑人/非裔美国人（34.3％）或亚太岛民（23.9％）和第一代（60.4％）。定性焦点小组和光声项目吸引了一部分参与者（n = 57，n= 7）。回归分析表明，青年人的声音，支持者的员工关系和同伴支持是学生在多元文化中心内所感知的参与的重要积极预测因素，但是，这些预测因素中有部分但并非全部转移到了学校参与的情绪中。定性资料阐明了增强学生参与度的其他因素。社会，文化和抵抗力量被确定为与学生毅力相关的关键保护因素。研究结果还表明，阻碍学生参与的制度性障碍包括在大学的各个层次上缺乏文化和种族代表性。讨论了在青少年后期身份发展理论中扩展社会资本概念的含义。