Researchers have become interested in the school climate experiences of Black youth given findings of less positive evaluations of school climate in comparison to their other-race peers. School support for cultural pluralism, also referred to as school support for cultural diversity, has been regarded as one aspect of school climate, but is sometimes distinct from Black youth's ratings of general perceptions of school climate. This project sought to understand the relationship between Black students' perceptions of school support for cultural pluralism and perceptions of school climate. Structural equation modeling techniques were used to determine whether previous perceptions of school support for cultural pluralism predicted later perceptions of school climate in a sample of 336 Black adolescents (Mage = 13.74 years). Furthermore, racial identity was explored as the mechanism through which school support for cultural pluralism impacted school climate appraisals, and differences between Black boys (N = 151) and Black girls (N = 185) were tested. Results confirmed that Black youth who rated their school as being supportive of culturally pluralism had more positive ratings of school climate during the following school year after controlling for the previous year's school climate ratings. However, the mediating role of racial identity differed for Black boys and Black girls, underscoring the need for intersectional research for Black youth and the importance of racial identity. We conclude with a discussion regarding the importance of racial/ethnic identity and pluralism within the school context, as well as, the unique role of school psychologists as preventionists and advocates of change within schools.

中文翻译：

---

黑人青年对学校文化多元化、学校氛围和种族认同的中介作用的看法。

鉴于与其他种族同龄人相比，对学校气候的评价不太积极，研究人员对黑人青年的学校气候经历产生了兴趣。学校对文化多元化的支持，也称为学校对文化多样性的支持，一直被视为学校氛围的一个方面，但有时与黑人青年对学校氛围的一般看法的评级不同。该项目旨在了解黑人学生对学校对文化多元化的支持的看法与对学校氛围的看法之间的关系。在 336 名黑人青少年（法师 = 13.74 岁）的样本中，使用结构方程建模技术来确定先前对学校对文化多元化的支持的看法是否预测了后来对学校气候的看法。此外，种族认同被探索为学校对文化多元化的支持影响学校气候评估的机制，并测试了黑人男孩（N = 151）和黑人女孩（N = 185）之间的差异。结果证实，在控制上一年的学校气候评级后，将学校评为支持文化多元化的黑人青年在下一学年对学校气候的评价更为积极。然而，种族身份对黑人男孩和黑人女孩的中介作用不同，强调了对黑人青年进行交叉研究的必要性以及种族身份的重要性。我们最后讨论了种族/民族认同和多元化在学校环境中的重要性，以及，