Students from minoritized backgrounds, who disproportionately face higher poverty rates, are more likely to encounter risk factors, which tend to undermine individuals’ broader well-being by compromising self-regulatory processes. Yet, sociocultural theory highlights the presence of minoritized families’ cultural wealth. Consistent with a focus on assets, it is notable that college enrollment rates have increased among Black and Latino students in the U.S. Using a mixed methods approach, the current study integrated asset and risk frameworks, in order to advance knowledge on the context of minoritized teens’ college preparedness, defined here as making decisions and taking action steps toward college. Participants included low-income, predominantly Black and Latino families with adolescents (n = 344). First, drawing from the voices of families, we examined responses to open-ended questions about aspirations, supports, and challenges. Salient themes included social-emotional and social-cultural factors. Indicators of cumulative contextual risk and cumulative individual risk were based on the qualitative data. Second, we tested whether the linkage from cumulative risk indices to teens’ college preparedness occurred via various dimensions of self-regulation (i.e., lower impulsivity, more cognitive control, and better organization skills), net of background characteristics. Adolescents’ organization skills were a significant mediator. Possible next steps for research are discussed.

来自少数族裔背景的学生面临更高的贫困率，他们更有可能遇到风险因素，这些风险因素往往会通过损害自我调节过程来破坏个人更广泛的福祉。然而，社会文化理论强调了少数族裔家庭文化财富的存在。与对资产的关注一致，值得注意的是，美国黑人和拉丁裔学生的大学入学率有所提高。目前的研究采用混合方法方法，整合了资产和风险框架，以提高对少数族裔青少年背景的了解' 大学准备，在这里定义为做出决定并采取行动迈向大学。参与者包括低收入，主要是有青少年的黑人和拉丁裔家庭（n= 344)。首先，从家庭的声音中汲取灵感，我们检查了对关于愿望、支持和挑战的开放式问题的回答。突出的主题包括社会情感和社会文化因素。累积环境风险和累积个人风险的指标基于定性数据。其次，我们测试了累积风险指数与青少年大学准备的联系是否通过自我调节的各个维度（即较低的冲动性、更多的认知控制和更好的组织能力）发生，而不是背景特征。青少年的组织能力是一个重要的中介。讨论了可能的下一步研究。