This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them.  

中文翻译：

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新生的学校环境与学业坚持：老师和同学的角色

本文探讨了学校的社会背景之间的关系，以教师支持和学生对多样性开放的看法来衡量，与移民和难民新移民学生的学业持久性之间的关系。它调查了新来的青少年的学业坚持是否因学校环境的感知支持而异。根据从加拿大一个中等城市的新移民那里收集的数据，结果表明，当移民和难民青年认为他们的老师支持他们并且他们的同学接受多样性时，他们会表现出更高的学业坚持。具体而言，新来青年的教育成功取决于鼓励多样性和群体间关系的学校环境以及支持学生、鼓励他们并相信他们的教师。