Messages about race and ethnicity are embedded in everyday settings and interactions. Research on ethnic-racial socialization (ERS) commonly centers on relationships between youth and their teachers, parents, and peers as contexts of socialization. We propose another context for ERS: Discourse. We suggest that messages about race and ethnicity are part of larger, uncontested and unacknowledged Discourses—with an uppercase D—which refer to semiotic processes occurring at multiple layers of cultural, ideological, and social contexts. We zero in on the achievement gap discourse (AGD), a prevailing, uncontested and unacknowledged discourse that is rooted in U.S. racial hierarchies. We suggest that messages about ethnicity and race are conveyed to students and teachers through four avenues relevant to the AGD (1) Benchmarks and standards for student learning; (2) Curriculum and pedagogy; (3) Language around educational performance, and (4) Spaces of learning. We conclude with future directions that examine the relation between the AGD and ERS.

中文翻译：

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成就差距话语背景下的种族社会化

关于种族和民族的信息嵌入在日常环境和互动中。种族-种族社会化 (ERS) 的研究通常以青少年与其老师、父母和同龄人之间的关系为社会化背景。我们为 ERS ​​提出了另一个背景：话语。我们建议关于种族和民族的信息是更大的、无争议的和未被承认的话语的一部分——带有大写的 D——指的是在文化、意识形态和社会背景的多个层面发生的符号学过程。我们将成就差距话语（AGD）归零，这是一种植根于美国种族等级制度的流行、无争议和未被承认的话语。我们建议通过与 AGD 相关的四个途径向学生和教师传达有关种族和种族的信息（1）学生学习的基准和标准；(2) 课程和教学法；(3) 围绕教育表现的语言，以及 (4) 学习空间。我们总结了未来研究 AGD 和 ERS ​​之间关系的方向。