This investigation examined associations between school racial climate (racial fairness, teacher discrimination, and peer discrimination), private racial regard, and school engagement (behavioral, emotional, and cognitive) in a sample of 151 Black high school students. Hierarchical regression analyses revealed that students who perceived their school environment to be more impartial and equitable for Black students also reported higher school engagement on all dimensions. Furthermore, teacher discrimination was associated with emotional engagement, whereas higher levels of perceived discrimination from peers were associated with both higher levels of behavioral engagement and cognitive engagement. In addition, two significant interactions were found: private regard moderated the relationship between teacher discrimination and emotional engagement, and the relationship between peer discrimination and cognitive engagement.

中文翻译：

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调查学校种族气候和私人种族作为黑人高中生学校参与的风险和保护因素

这项调查在 151 名黑人高中生的样本中检查了学校种族氛围（种族公平、教师歧视和同龄人歧视）、私人种族尊重和学校参与（行为、情感和认知）之间的关联。分层回归分析显示，认为学校环境对黑人学生更加公正和公平的学生也报告说在各个方面都有更高的学校参与度。此外，教师歧视与情感参与有关，而来自同龄人的更高水平的歧视感知与更高水平的行为参与和认知参与相关。此外，还发现了两个重要的相互作用：私人关注调节了教师歧视和情感投入之间的关系，