The Role of Simulation in Exposing Hidden Gender Biases: A Study of Motivational Discourse in Mathematics Education †

Abstract

This study investigated the value of simulation workshops designed to enhance motivational discourse between mathematics teachers and struggling students who have difficulty keeping up with the curriculum, especially in advanced mathematics. Grounded in the self-determination theory, we examined teachers’ motivational discourse by having them participate in simulated individual dialogues with students, with a focus on the differences in the motivational discourse with male and female students. Twenty-nine middle school mathematics teachers (89.6% female; mean experience = 9.4 years, SD = 8.7) participated in the online simulations, each of which presented a scenario where an actor portrayed a struggling student contemplating dropping out of math class. Based on the observational measures of motivational discourse, the findings reveal significant gender disparities in that teachers tended to provide more support and autonomy to male students. Moreover, they tend to direct more frequent and intense autonomy-suppressing behaviors toward female students. The results highlight the efficacy of simulation-based workshops in uncovering teachers’ hidden behavioral patterns. It also highlights the importance of simulation-based learning to tailor professional development issues and for addressing unconscious gender biases in mathematics education.