In an increasingly diverse nation, calls for education that is culturally relevant have become salient, and student perceptions of school-based ethnic–racial socialization (ERS) provide insight toward how cultural messages are being interpreted by students. The current study sought to investigate how a sample of racially diverse middle school students (N = 744) perceptions of ERS are related to social and academic outcomes, and how these associations may differ across race and gender. Structural equation modeling analyses found that for the total sample, students' perceptions of ERS were positively associated with social outcomes and not associated with academic outcomes. Further, these findings did not differ between ethnic–racial groups or genders. The current study informs school and curriculum standards and adds to the literature in understanding that student perceptions of school-based ethnic–racial socialization do not differ in the impact on outcomes based on race or gender.

中文翻译：

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学生对种族社会化以及跨种族和性别结果的看法

在一个日益多元化的国家，对文化相关教育的呼声变得越来越突出，学生对学校种族社会化（ERS）的看法让我们深入了解学生如何解读文化信息。当前的研究旨在调查不同种族中学生样本 ( N  = 744) 对 ERS ​​的看法如何与社会和学业成果相关，以及这些关联在不同种族和性别之间有何不同。结构方程模型分析发现，对于整个样本，学生对 ERS ​​的看法与社会成果呈正相关，而与学术成果无关。此外，这些发现在种族群体或性别之间没有差异。目前的研究为学校和课程标准提供了信息，并补充了文献，以了解学生对基于学校的族裔-种族社会化的看法在对基于种族或性别的结果的影响方面没有差异。