Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their teachers and how their teachers create environments that foster belonging. Data collection consisted of interviews with school teachers (White, n = 7; Black, Indigenous, and people of color, n = 4) and BIYOC (n = 5). Conventional content analysis was used to analyze data. Results indicated that teachers who demonstrated evidence of critical racial consciousness did so by acknowledging their privileged identities, approaching and participating in racial conversations, and handling concerns of race and racism from both BIYOC and other teachers. In turn, students reported feeling a sense of school belonging when teachers created opportunities for BIYOC to raise any concerns surrounding racism and included positive racial/ethnic representation in classroom activities. Study findings provide insights into the importance of teacher critical racial consciousness in creating racially/ethnically inclusive environments that promote school belonging and enhance the quality of relationships between BIYOC and their teachers.

中文翻译：

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教师批判种族意识在培养黑人、原住民和有色人种青少年的师生关系和学校归属感中的作用

学生和教师之间的关系是所有学生的重要保护因素，尤其是黑人、原住民和有色人种青年 (BIYOC)。批判种族意识是认识和抵制种族主义的能力。本研究探讨了教师批判种族意识如何有助于塑造学习环境、教师如何看待他们与 BIYOC 的互动、BIYOC 对他们与教师关系的看法以及教师如何创造促进归属感的环境。数据收集包括对学校教师（白人，  n  = 7；黑人、原住民和有色人种，n  = 4）和 BIYOC（n  = 5）的访谈。使用传统的内容分析来分析数据。结果表明，表现出批判性种族意识的教师通过承认自己的特权身份、接触和参与种族对话以及处理 BIYOC 和其他教师对种族和种族主义的担忧来做到这一点。反过来，当教师为 BIYOC 创造机会提出有关种族主义的任何担忧并将积极的种族/民族代表性纳入课堂活动时，学生们表示感受到了学校归属感。研究结果揭示了教师批评种族意识在创造种族/民族包容性环境中的重要性，以促进学校归属感并提高 BIYOC 与教师之间的关系质量。