OBJECTIVES The present study examines how race and gender-specific factors (i.e., racial centrality and gender role beliefs) serve as protective assets against the harmful impact of racial and gender discrimination on depressive symptomatology and suicidal ideation for Black girls. METHOD Our sample included 232 Black girls ages 15-17 years old (Mage = 16.85) from a socioeconomically diverse community context. RESULTS Our findings revealed that racial and gender discrimination from teachers was associated with higher levels of depressive symptomatology. Perceived gender discrimination by teachers and endorsing traditional gender role beliefs were associated with higher reports of suicidal ideation. Perceiving higher instances of racial discrimination from teachers and reporting lower levels of racial centrality were associated with higher depressive symptomatology. CONCLUSIONS The findings suggest the need to create safe spaces and to consider the interactions that occur in school settings that impact the mental health of Black girls. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

---

教师的种族和性别歧视：黑人女孩抑郁症状和自杀意念的风险。

目的 本研究探讨种族和性别特定因素（即种族中心性和性别角色信念）如何作为保护性资产，防止种族和性别歧视对黑人女孩的抑郁症状和自杀意念产生有害影响。方法 我们的样本包括来自社会经济多元化社区背景的 232 名 15-17 岁黑人女孩（Mage = 16.85）。结果我们的研究结果显示，教师的种族和性别歧视与较高水平的抑郁症状相关。教师所感受到的性别歧视和对传统性别角色信仰的认可与自杀意念的增加有关。从教师那里感受到较高的种族歧视事件和报告的种族中心性较低与较高的抑郁症状相关。结论 研究结果表明，需要创造安全空间并考虑学校环境中发生的影响黑人女孩心理健康的互动。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。