The negative consequences of perceived ethnic discrimination on adolescent adjustment are well documented. Less is known, however, about the consequences of discriminatory climates in school, beyond the individual experiences of discrimination. This study investigated whether a perceived discriminatory climate in school is associated with lower academic performance across adolescents from ethnic minority and majority groups, and which psychological mechanisms may account for this link. Using the 2018 Programme for International Student Assessment (PISA) data, the participants were 445,534 adolescents (aged 15–16, 50% girls) in 16,002 schools across 60 countries. In almost all countries, a discriminatory climate—i.e., student perceptions of teachers’ discriminatory beliefs and behaviors in school—was associated with lower math and reading scores across all pupils, although minorities perceived a more discriminatory climate. Lower school belonging and lower values attributed to learning partially mediated these associations. The findings demonstrate that schools’ ethnic and racial climates predict standardized academic performance across schools and countries among pupils from both ethnic majority and minority groups.

有据可查的是，感知到的种族歧视对青少年适应的负面影响。然而，除了个人遭受歧视的经历之外，人们对学校歧视气氛的后果知之甚少。这项研究调查了学校中感知到的歧视气氛是否与少数族裔和多数族裔青少年的学习成绩较低有关，以及哪些心理机制可能解释了这种联系。使用 2018 年国际学生评估计划 (PISA) 数据，参与者是 60 个国家 16,002 所学校的 445,534 名青少年（15-16 岁，50% 是女孩）。在几乎所有国家，歧视性的气候——即，学生对教师在​​学校的歧视性信念和行为的看法——与所有学生较低的数学和阅读成绩有关，尽管少数民族认为存在更多的歧视性气氛。归因于学习的较低学校归属感和较低价值观部分地调节了这些关联。研究结果表明，学校的民族和种族气候可以预测来自多数族裔和少数族裔的学生在学校和国家之间的标准化学习成绩。