Students who experience teacher warm demand (i.e., caring and high expectations) are typically more engaged and successful at school. Yet, relative to White students, students of color tend to report more distant relationships with their White teachers. Leveraging data from 179 6th–9th grade Measures of Effective Teaching project classroom videos, we tested whether teachers’ facilitation of culturally responsive social relations was associated with higher warm demand, and whether these social relations moderated associations between race and warm demand. Results showed that teachers’ promotion of culturally responsive social relations was associated with warm demand, and that this was magnified for White teachers in relation to their discipline practices. Findings suggest that taking a culturally responsive approach to facilitating classroom social relations is critical for teachers seeking to improve students’ experiences of warm demand.

经历过老师热情要求（即关心和高期望）的学生通常在学校更加投入和成功。然而，相对于白人学生，有色人种学生往往报告与白人老师的关系更为疏远。利用 179 个 6 至 9 年级有效教学测量项目课堂视频的数据，我们测试了教师对文化响应性社会关系的促进是否与更高的热情需求相关，以及这些社会关系是否调节了种族与热情需求之间的关联。结果表明，教师促进文化敏感的社会关系与热情的需求相关，而白人教师的这种需求在他们的纪律实践中被放大了。研究结果表明，采取文化响应的方法来促进课堂社会关系对于教师寻求改善学生的热情需求体验至关重要。