The dynamic between math engagement and perceived teacher expectations during adolescence: Insights on educational inequalities in math achievement

This three-wave longitudinal study (2016 to 2018; N = 1,749; Mage = 13.83, SD = 1.67; 50.1% male; 67.8% White, 32.2% Black) in the US examined the reciprocal association between math engagement and perceived teacher expectations over time and their impact on math achievement and explored racial and socioeconomic status differences in these dynamics. Results showed that both math engagement and perceived teacher expectations positively influenced math achievement. Math engagement predicted higher next-year perceived teacher expectations (b = 0.204, SE = 0.050, p < .001), but the reverse was not observed. This effect was stronger among White (vs. Black) and high-SES (vs. low-SES) students. These findings underscore student agency in shaping teacher-student interactions and persistent racial and SES disparities in educational experiences.