An analysis of gender-related references appearing in the Music Supervisors' Journal (MSJ) from 1914 through 1924 revealed that both coeducational and single-sex musical organizations abounded and that vocal and instrumental instruction for boys and girlswas advocated. When one sex or the other was singled out for consideration, however, the spotlight usually was focused on males. In addition to the "missing males" problem, writers in the MSJ discussed the role of music in the education of boys, career opportunities in music for males, the relationship of music to the nature and character development of boys, boys' musical likes and dislikes, the male singing voice, and music for the man at war. By contrast, little attention was devoted exclusively to females, their interests, or their problems. This analysis invites reflection on whether gender issues pertaining to females continue to be overlooked by the music education profession today.Boys' reluctance to participate in music education programs, particularly in school singing groups, is a reality that many contemporary music educators would identify as a problem. The eye-catching headline of an advertisement in a recent issue of a music education journal queried, "Need Male Singers In Your Vocal Program?" Apparently advertisers believed that such a headline would attract the attention of many music teachers; statistics suggest that there is a shortage of males in more than a few vocal programs. Relying on data reported by the National Association of Secondary School Principals, J. Terry Gates summed up gender ratios in secondary school music programs during the early 1980s:Instrumental and vocal music participation in American secondary schools shows sharp sex-related differences.... Although the sexes are equally divided in instrumental music involvement, the female percentage of the secondary school population involved in choral activities surpasses the male percentage by greater than a 5:2 margin.1
A content analysis of all pictures of music-related figures appearing in sixth-, seventh-, and eighth-grade music textbooks published in 1988 revealed that females were underrepresented. An equity criterion of 50% females in illustrations was met only in the case of one activity and a few musical instruments. Furthermore, the illustrations as a group tended to reflect music-related sex stereotypes. More music education research needs to focus on equity in curricular materials, and more studies in music education should address gender-related issues.The frequency with which females are represented in published curricular materials and the manner in which females are portrayed have been of research interest to circumspect educators for nearly 50 years.1 A growing body of evidence indicates that curricular materials have an impact on children's gender-related attitudes and behavior. In an extensive research review, Scott and Schau (1985) summarized the effects of equitable materials on children: "Pupils who are exposed to sex-equitable materials are more likely than others to (1) have gender-balanced knowledge of people in society, (2) develop more flexible attitudes and more accurate sex-role knowledge, and (3) imitate role behaviors contained in the materials" (p. 228). The review also indicated that equitable materials "increase motivation to learn" (Scott & Schau, 1985, p. 222).In addition to having an impact on children's attitudes and behavior, curricular materials such as popular textbooks are cultural I wish to thank Victoria R. Jacobs for hei helpful suggestions. Portions of this resea-ch were discussed in
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