Mattison Erica, Aber Mark S
Department of Psychology, University of Illinois at Urbana-Champaign, 603 East Daniel Street, Champaign, IL 61820, USA.
Am J Community Psychol. 2007 Sep;40(1-2):1-12. doi: 10.1007/s10464-007-9128-x.
This study investigated the relationship between school racial climate and students' self-reports of academic and discipline outcomes, including whether racial climate mediated and/or moderated the relationship between race and outcomes. Using the Racial Climate Survey-High School Version (M. Aber et al., unpublished), data were gathered from African American (n = 382) and European American students (n = 1456) regarding their perceptions of racial climate. About 18% of the respondents were low-income and approximately 50% were male. Positive perceptions of the racial climate were associated with higher student achievement and fewer discipline problems. Further, race moderated the relationship between racial climate and both achievement and discipline outcomes. Finally, racial differences in students' grades and discipline outcomes were associated with differences in perceptions of racial climate. Results suggest careful attention should be given to the racial climate of secondary schools, particularly for adolescents who perceive schools as unfair.
本研究调查了学校种族氛围与学生学业及纪律表现自我报告之间的关系，包括种族氛围是否介导和/或调节了种族与表现之间的关系。使用《高中版种族氛围调查问卷》（M. 阿伯等人，未发表），收集了非裔美国学生（n = 382）和欧美裔学生（n = 1456）对种族氛围的看法。约18%的受访者为低收入群体，约50%为男性。对种族氛围的积极看法与更高的学业成绩和更少的纪律问题相关。此外，种族调节了种族氛围与学业成绩和纪律表现之间的关系。最后，学生成绩和纪律表现的种族差异与对种族氛围看法的差异相关。结果表明，应特别关注中学的种族氛围，尤其是那些认为学校不公平的青少年。
