Student perceptions of ethnic–racial socialization and outcomes across race and gender.

In an increasingly diverse nation, calls for education that is culturally relevant have become salient, and student perceptions of school‐based ethnic–racial socialization (ERS) provide insight toward how cultural messages are being interpreted by students. The current study sought to investigate how a sample of racially diverse middle school students (N = 744) perceptions of ERS are related to social and academic outcomes, and how these associations may differ across race and gender. Structural equation modeling analyses found that for the total sample, students' perceptions of ERS were positively associated with social outcomes and not associated with academic outcomes. Further, these findings did not differ between ethnic–racial groups or genders. The current study informs school and curriculum standards and adds to the literature in understanding that student perceptions of school‐based ethnic–racial socialization do not differ in the impact on outcomes based on race or gender. Practitioner points: Promoting positive ethnic–racial socialization in schools, such as emphasizing cultural pluralism and inclusive messages, can significantly enhance student social outcomes, including engagement and a sense of belonging.The positive impact of ethnic–racial socialization on student outcomes is consistent across various gender and ethnic–racial groups in this particular school, highlighting the potential universality of these associations.Schools play a crucial role in promoting positive ethnic–racial socialization to improve student engagement and belonging, positively impacting student experiences and potentially influencing future academic success. [ABSTRACT FROM AUTHOR]