Experiences with race-related stressors at school are linked to negative academic consequences, such as lowered belonging and engagement. One factor known to buffer racial stressors is ethnic-racial socialization (ERS). Although students receive ERS messages in school, less is known about how school ERS may reduce the negative consequences of school race-related stress (SRS) on youth's academic outcomes. To date no studies have examined the moderating effects of school ERS on SRS and whether the associations vary for African American and Latinx youth. Thus, the current study examined the direct effects of SRS and school ERS on youth's academic well-being, the moderating role of school ERS against SRS, and whether these associations varied for African American and Latinx youth. Multiple group regression analysis with 221 African American and 219 Latinx adolescents demonstrated that SRS was negatively associated with the academic outcomes. Cultural socialization was associated with more positive outcomes. Furthermore, there were significant interactions between SRS and color-evasive socialization, such that SRS was associated with lower belonging at higher compared to lower levels of color-evasive messages. Additionally, SRS was associated with less school engagement for those who reported high color-evasive socialization messages, but there was no association for those who reported low color-evasive messages. The results indicate that color-evasive school ERS messages can exacerbate the negative associations between SRS and academic well-being for both African American and Latinx youth and highlight how school racialized experiences may have unique or similar effects across groups. Implications for culturally relevant school practices and interventions are discussed.

在学校与种族相关的压力源的经历与负面的学术后果有关，例如归属感和参与度降低。已知缓冲种族压力源的一个因素是种族-种族社会化（ERS）。尽管学生在学校收到 ERS ​​信息，但对于学校 ERS ​​如何减少学校种族相关压力 (SRS) 对青少年学业成绩的负面影响，人们知之甚少。迄今为止，还没有研究检查学校 ERS ​​对 SRS 的调节作用，以及这些关联是否因非洲裔美国人和拉丁裔青年而异。因此，目前的研究考察了 SRS 和学校 ERS ​​对青少年学业幸福感的直接影响、学校 ERS ​​对 SRS 的调节作用，以及这些关联是否因非洲裔美国人和拉丁裔青年而异。对 221 名非裔美国人和 219 名拉丁裔青少年的多组回归分析表明，SRS 与学业成绩呈负相关。文化社会化与更积极的结果有关。此外，SRS 与回避颜色的社会化之间存在显着的相互作用，因此与较低水平的回避颜色信息相比，SRS 与较高水平的较低归属感相关。此外，对于那些报告高回避颜色社交信息的人，SRS 与较少的学校参与相关，但对于那些报告低回避颜色信息的人没有关联。结果表明，回避颜色的学校 ERS ​​信息会加剧 SRS 与非裔美国人和拉丁裔青年的学业幸福感之间的负面关联，并突出学校种族化经历如何在不同群体之间产生独特或相似的影响。讨论了与文化相关的学校实践和干预措施的影响。