Perceived teacher racial bias (PTRB) and the context of student engagement
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A correlational study was conducted with 39 seventh-grade students to examine the relationship of perceived teacher racial bias (PTRB) with behavioral engagement in the English classroom and the context of this relationship. The participants were 21 Black students and 18 non-Black students from three English classrooms. PTRB was shown to be inversely but not significantly related to behavioral engagement with English language arts (ELA). A significant interaction was also discovered; namely, a positive relationship between PTRB and engagement among students who frequently experienced discipline in school. A strong and uplifting sense of racial group identity was shown to be significantly related to greater behavioral engagement. The findings of the present study are an addition to the body of knowledge concerning the context of the PTRB-behavioral engagement relationship.