Culturally relevant practices are valuable assets for ethnically-racially diverse schools, but few studies examine whether such practices promote students’ engagement in school longitudinally and whether ethnicity-race moderates the effects of such practices on students’ engagement. To address this gap, the present study examined whether schools that acknowledge and promote positive messages about youth’s ethnicity-race (i.e., school cultural socialization practices) promoted multiple dimensions of students’ school engagement and whether these links differed between African American and European American students. Data were collected in four waves during a two-year period from 403 fifth graders (55.1% males; 63% African American, 37% European American). The results revealed that African American youth who perceived more school cultural socialization reported greater behavioral and affective engagement (but not cognitive engagement) six months later. European Americans’ perceived school cultural socialization was unrelated to their levels of engagement in later months. Across groups, neither type of engagement predicted subsequent school cultural socialization, supporting the direction of effects in the results. Implications are discussed regarding how educators can leverage cultural socialization to promote school engagement among African American youth.

与文化相关的习俗对于种族多元的学校而言是宝贵的资产，但是很少有研究检查这种习俗是否纵向地促进了学生对学校的参与，种族竞赛是否减轻了这种习俗对学生参与的影响。为了解决这一差距，本研究调查了承认并促进有关青年种族竞赛的正面信息（即学校文化社会化实践）的学校是否促进了学生参与学校活动的多个维度，以及这些联系在非洲裔美国人和欧美学生之间是否存在差异。在两年的时间内，从403个五年级学生（男性55.1％；非洲裔63％，欧洲裔37％）中分四次收集数据。结果显示，六个月后，对青年人进行更多学校文化社交活动的非洲裔美国青年报告了更多的行为和情感参与（但没有认知参与）。欧裔美国人认为学校文化社会化与他们在接下来的几个月中的参与程度无关。在所有群体中，没有一种参与类型可以预测随后的学校文化社会化，从而支持结果的方向。讨论了有关教育者如何利用文化社会化来促进非裔美国人青年参与学校的意义。两种类型的参与都不能预测随后的学校文化社会化，从而支持结果的方向。讨论了有关教育者如何利用文化社会化来促进非裔美国人青年参与学校的意义。两种类型的参与都不能预测随后的学校文化社会化，从而支持结果的方向。讨论了有关教育者如何利用文化社会化来促进非裔美国人青年参与学校的意义。