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Positive perceptions of the racial climate were associated with higher student achievement and fewer discipline problems.
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Race moderated the relationship between racial climate and both achievement and discipline outcomes.
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Racial differences in students’ grades and discipline outcomes were associated with differences in perceptions of racial climate.
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Results suggest that perceptions of racial climate may provide a partial explanation for the widely documented achievement and discipline gaps across race.
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In general, African American students had more negative perceptions of racial climate compared to whites, which, in turn were associated with lower grades and more detentions and suspensions.
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Results suggest that a negative school racial climate may matter more for white students and boys than for African Americans and girls.