Misalignment between students' communal values and those expressed in classrooms is an obstacle to academic engagement, especially in mathematics, and especially for racial ethnic minority and female students. Using 10 schools across the United States, we conducted a longitudinal field study in 8th grade mathematics classes to investigate: (a) how perceptions of communally oriented classrooms influence student outcomes in early adolescence, (b) what psychological processes mediate these relations, and (c) whether the influence of perceived communal practices in classrooms have similar or different effects on students with varying social identities based on race, ethnicity, and gender. Results showed that middle school classes that emphasize communality (both social relevance of math and peer collaboration) significantly predicted stronger math self-concept, more behavioral engagement, and better performance in math. These associations were mediated through three psychological processes-belonging, challenge, and self-efficacy. Among racial ethnic minority adolescents, feelings of belonging and challenge in math class were key psychological processes that enhanced math learning outcomes. These processes were activated when classes connected communal values to math. Finally, communal learning contexts benefited girls and boys equally. In sum, communal values practiced by emphasizing social relevance of academic content and using collaborative learning practices engage all students, especially students of color, at a formative period of academic learning in mathematics. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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社区学习环境对青少年自我概念和成就的影响：种族和性别的异同。

学生的共同价值观与课堂上所表达的价值观之间的不一致是学术参与的障碍，尤其是在数学方面，尤其是对少数民族和女学生而言。我们使用全美 10 所学校，在 8 年级数学课上进行了一项纵向实地研究，以调查：（a）以社区为导向的课堂的看法如何影响青春期早期的学生成绩，（b）哪些心理过程调节了这些关系，以及（ c) 课堂中感知到的公共实践的影响是否对基于种族、民族和性别的不同社会身份的学生产生相似或不同的影响。结果表明，强调社区性（数学的社会相关性和同伴合作）的中学班级显着预测了更强的数学自我概念、更多的行为参与和更好的数学表现。这些关联是通过三个心理过程——归属感、挑战和自我效能感来调节的。在少数族裔青少年中，数学课上的归属感和挑战感是提高数学学习成果的关键心理过程。当课程将公共价值观与数学联系起来时，这些过程就被激活了。最后，公共学习环境同样使女孩和男孩受益。总之，通过强调学术内容的社会相关性和使用协作学习实践来实践的公共价值观吸引了所有学生，尤其是有色人种的学生，在数学学术学习的形成期。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。