The research study presented in this dissertation investigates the differences between teachers working in urban schools and their student population that may contribute to unequitable opportunities for student success. The literature review presented in the first chapter explored factors contributing to student-teacher relationships including sociopolitical power dynamics, implicit bias, and teacher education opportunities. It highlighted the role implicit bias plays within student-teacher relationships; therefore, a study was conducted to further investigate. The needs assessment study, as presented in chapter two, examined implicit racial bias of teachers in an urban secondary school to determine if there was any relationship between the level of bias present and disciplinary actions taken. Results indicated that teachers with stronger racial implicit bias submitted more disciplinary referrals for students. The results from this needs assessment study shaped the investigation of possible interventions in a literature review in chapter 3. Empirical research emphasizes the success of brief professional development interventions including use of an empathetic mindset to overcome implicit biases. Informed by this review of the empirical literature, a proposed intervention is outlined in chapter four, comprised of a quasi-experimental convergent parallel mixed method design. The three-month equity intervention workshop sessions resulted in a decrease in racial bias for participants after engaging in self-awareness, implicit bias, and relationships building work. These findings suggest equity-focused professional learning for educators can support their relationship building with students and therefore promote equitable student outcomes
