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Gender in the Music Classroom

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Shannon Lyles

on 24 July 2014

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Transcript of Gender in the Music Classroom

"The key issue, it would seem, is that there is a conflict between boys’ public and private selves. Many boys privately feel uncomfortable with the macho image they feel obliged to maintain in public, yet lack the health-promoting skills needed to do anything about it."
Which instruments are which?
How teachers are changing the culture
It is likely that children's perceptions of instruments is influenced by their perceptions of gender differences in musical participation they observe in the adult world.
New Policies to be Passed in Music Ed
The Masculine, the Feminine, and the Neutral
Always #LikeAGirl
Female
$1.25
Thursday July 24, 2014
Vol XCIII, No. 311
Why does gender matter?
Students Stereotyped in Local Bands and Choirs
Three music teachers complete study on gender preferences in profession
Music Educators as a Part of a Stereotyped Culture
Gender in the Music Classroom
Editors Jackie Chapman, Shannon Lyles, & Don Scott
Sources
Eros, John
.
Instrument Selection and Gender Stereotypes A Review of Recent Literature.
Applications of Research in Music Education. Fall/Winter2008, Vol. 27 Issue no. 1 pgs.57-64
Male
Male
Male
Neutral
Female Dominated
Female
Neutral
Male Results:
Female
Female Dominated
Neutral
Neutral
Female Results:
More females experienced gender biased in their areas specifically those who were involved with voice and flute.
Neutral
Male
Flute
Voice
Clarinet
Cello
Violin
Saxophone
Trumpet
Cello
Percussion
Tuba
Trombone
Trumpet
Saxophone
Musicians playing masculine instruments were rated equally in perceptions of dominance and leadership regardless of the gender of the musician.
The tendency to define one’s own gender or cultural identity in opposition to other groups would seem characteristic of a wide spectrum of boys’ peer culture. It is, of course, no less problematic if choirboys are calling cubs and scouts “girlie” than if other boys are calling choirboys “gay”. Both are forms of sexist abuse.
Conflict of personal and public self
Wych, Gina M
.
Gender and Instrument Associations, Stereotypes, and Stratification: A Literature Review
.
Applications of Research in Music Education. May2012, Vol. 30 Issue 2, p22-31. 10p
Verbal Abuse
Boys in
the Chorus
Gender Distribution:
Clift and Hancox (2001)
Reed, Mary Theresa
.
Gender Bias in Music Education: Think Back and Look Forward.
linois Music Educator. Fall2009, Vol. 70 Issue 1, p72-72. 1p.
81% Female
19% Male
Ashley, M
. (2002). Singing, gender and health: perspectives from boys singing in a church choir.
Health Education, 102(4), 180–187. doi:10.1108/09654280210434255
• It is also important that we find ways to gently help our students become aware of their biases and find ways to keep them from passing judgment based on differences
• Teachers need to expose their students to musicians of varying backgrounds, races, gender, and cultures that have contributed to the arts. By doing so they provide exemplars of success and positive role models for their students to follow.
Throughout our lives, gender based stereotypes are superimposed upon us through our parents, peers, educators, and the media.

Music is no exception: students' perceptions of negative and positive gender associations affects our female to male ratios and knowingly or unknowingly perpetuates these stereotypes.

Our presentation focuses on how these "social norms" affect instrument choice and ensemble participation.
However, males playing feminine instruments were judged as less dominant and possessing fewer leadership skills than female musicians playing the same instruments
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