We examine the effect of students' perceptions of teacher support on attitudes towards math and whether the association varies between students from historically underrepresented groups in STEM. Participants included high school students enrolled in an AP Statistics course (N = 585, M_age = 16.75 years, SD_age = 0.88). Measurement invariance conducted on the basis of student background characteristics (i.e., biological sex, underrepresented race/ethnicity status, and parental educational attainment) provided evidence of metric invariance or greater. Standardized regression coefficients suggested potential differences, such that for students who were female, from an underrepresented racial/ethnicity group in STEM, or had parents with lower levels of education, the effect of teacher support appeared not as strong compared to their counterparts. However, scaled chi-square difference tests comparing nested latent path models did not suggest a moderation effect of these three characteristics. These findings have implications for understanding barriers many students face in receiving the benefits of teacher support.

我们研究了学生对教师支持的看法对数学态度的影响，以及 STEM 历史上代表性不足群体的学生之间的关联是否有所不同。参与者包括参加 AP 统计课程的高中学生（N  = 585，M_年龄 = 16.75 岁，SD_年龄 = 0.88）。基于学生背景特征（即生理性别、代表性不足的种族/民族状况和父母教育程度）进行的测量不变性提供了度量不变性或更大的证据。标准化回归系数表明存在潜在差异，例如，对于来自 STEM 中代表性不足的种族/族裔群体的女性学生，或父母受教育程度较低的学生，教师支持的影响似乎不如她们的同龄人强。然而，比较嵌套潜在路径模型的缩放卡方差异检验并未表明这三个特征的调节作用。这些发现有助于理解许多学生在接受教师支持的好处时面临的障碍。