Acculturative stress has demonstrated significant negative relationships with Latinx students' academic outcomes. Framed through interpersonal contact theory, we examined the moderating roles of school ethnic representation (proportion of same-ethnic peers) and school ethnic diversity (proportion of different ethnic groups in student body) in the relationship between acculturative stress and both academic self-efficacy and school belonging. A sample of 190 Latinx youth (14–18 years old) completed measures of acculturative stress and school functioning, and they provided the name and location of their high school to facilitate calculation of school ethnic composition. Both ethnic representation and ethnic diversity moderated relationships between English Competency Pressure (ECP), a specific form of acculturative stress, and academic-self efficacy. School ethnic diversity also interacted with ECP to predict school belonging. Negative relationships between ECP and academic self-efficacy or school belonging only emerged for students in schools with very low ethnic diversity. In contrast, ECP was significantly negatively related to academic self-efficacy only for students in schools with the highest ethnic representation. These findings add complexity to the discussion of how school context matters for Latinx students' academic performance.

中文翻译：

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拉丁裔青少年学校种族构成对文化适应压力和学业成绩的调节作用

研究表明，文化适应压力与拉丁裔学生的学业成绩存在显着的负相关关系。通过人际接触理论，我们研究了学校种族代表性（同一种族同龄人的比例）和学校种族多样性（学生中不同种族群体的比例）在文化压力与学业自我效能感和学业自我效能感之间的调节作用。学校归属。190 名拉丁裔青少年（14-18 岁）样本完成了文化压力和学校功能的测量，他们提供了高中的名称和位置，以便于计算学校的种族构成。种族代表性和种族多样性都调节了英语能力压力（ECP）（一种特定形式的文化压力）之间的关系，和学术自我效能。学校种族多样性也与 ECP 相互作用来预测学校归属感。ECP 与学业自我效能感或学校归属感之间的负相关关系仅出现在种族多样性极低的学校的学生中。相比之下，只有种族代表性最高的学校的学生的 ECP 与学业自我效能感显着负相关。这些发现增加了关于学校环境如何影响拉丁裔学生学业成绩的讨论的复杂性。仅对于种族代表性最高的学校的学生来说，ECP 与学业自我效能感显着负相关。这些发现增加了关于学校环境如何影响拉丁裔学生学业成绩的讨论的复杂性。仅对于种族代表性最高的学校的学生来说，ECP 与学业自我效能感显着负相关。这些发现增加了关于学校环境如何影响拉丁裔学生学业成绩的讨论的复杂性。