Students often hear their peers use biased language regarding race, religion, sexual orientation, or disability status in the school setting. Prior research has indicated that biased language is related to school climate, and specifically to school-based relationships between peers and between students and their teachers. This study investigated the longitudinal associations among student-student relationships, teacher-student relationships, and being the target of or hearing biased language in middle school students. Students (N = 501; 46.5% White, 21.8% Hispanic, 13% African American, and 15% Multi-Racial; 48.7% female) reported on how much they were targeted or heard biased language related to race/religion, sexual orientation, and disability status. Students also reported on their relationships with their peers and teachers. Using a cross-lagged panel model with the overall sample, a negative unidirectional association from being the target of or hearing biased language and student-student relationships and teacher-student relationships was identified. Separate models for boys and girls identified unique patterns. For boys, biased-language exposure predicted more negative student-student relationships and teacher-student relationships, whereas for girls, biased-language exposure was not associated with school-based relationships. Implications include addressing language use and building positive student-student and teacher-student relationships.

学生经常听到他们的同龄人在学校环境中使用关于种族、宗教、性取向或残疾状况的有偏见的语言。先前的研究表明，有偏见的语言与学校氛围有关，特别是与同龄人之间以及学生与老师之间的校本关系有关。本研究调查了中学生学生-学生关系、师生关系以及成为或听到偏见语言的目标之间的纵向关联。学生 ( N = 501; 46.5% 白人、21.8% 西班牙裔、13% 非裔美国人和 15% 多种族；48.7% 的女性）报告了他们有多少是针对或听到与种族/宗教、性取向和残疾状况相关的偏见语言的。学生们还报告了他们与同龄人和老师的关系。使用具有整体样本的交叉滞后面板模型，确定了作为目标或听到有偏见的语言以及学生-学生关系和教师-学生关系的负面单向关联。男孩和女孩的不同模型确定了独特的模式。对于男孩来说，有偏见的语言暴露预示着更消极的学生-学生关系和师生关系，而对于女孩，有偏见的语言暴露与基于学校的关系无关。