Ethnic-racial socialization (ERS) is essential for youth of color to navigate the racialized world. There is a need to understand teachers’ practices as an extension of family-based ERS. This study explores teachers’ ERS engagement with African American and Latine adolescents attending two large, diverse high schools. Two 90-minute focus groups were conducted ( n = 15), utilizing thematic analysis and inter-coder agreement. Teachers reported nuanced ERS messages and methods. Facilitators and barriers ranged from macro (i.e., institutional), meso (i.e., community), and micro-level (i.e., personal). Findings are understood within congruency or distinction from parental ERS with implications for teacher practices within urban schools.

中文翻译：

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了解学校教师与学生的民族种族社会化实践：定性调查

民族种族社会化 (ERS) 对于有色人种青年在种族化世界中游刃有余至关重要。有必要了解教师的做法作为基于家庭的 ERS ​​的延伸。本研究探讨了教师与就读于两所大型多元化高中的非裔美国和拉丁裔青少年的 ERS ​​互动。利用主题分析和编码器间协议，进行了两个 90 分钟的焦点小组（n = 15）。教师们报告了细致入微的 ERS ​​信息和方法。促进因素和障碍包括宏观层面（即机构）、中观层面（即社区）和微观层面（即个人）。研究结果与家长 ERS ​​的一致性或区别被理解，对城市学校的教师实践具有影响。