Blue and pink in extracurricular music education. Some differences associated with gender at the beginning of studies

Abstract

Azul y rosa en la Educación Musical Extraescolar. Algunas diferencias asociadas al género en el inicio de los estudios.

Choice of Musical Instruments: Gender Differences

“…Regarding Spanish studies, our results coincide, in part, with those obtained by Martínez-Cantero (2017). In this study it is indicated that the instrumental families of woodwind, brass and percussion were related to boys and that string was related to girls.…”

“…On the contrary, we have found that, in many academic years, it is the most equal instrumental family, and on other occasions, the most feminized instrumental family, always behind the vocal instrumental families and not exceeding 70 percentage of female participation. Martínez-Cantero (2017) concluded that the string instrumental family was related to girls. But in our study, in many educational levels and academic courses, the struck string family has been the most parity, and only in the 2015-2016 Basic Music Education course the rubbed string instrumental family appeared as the second with the highest number of female students, always behind the vocal instrumental specialities and not exceeding 70 percentage female participation.…”

“…Among the Spanish research framed in this field of study is the study conducted by Martínez-Cantero (2017) during the academic years 2003-2004, 2004-2005, 2012-2013 and 2014-2015 in conservatories, band schools, municipal music schools and private academies in the regions of Murcia and Alicante with the purpose of observing to what extent gender influences instrumental preferences. It concludes that string and percussion instruments are associated with girls and woodwind and brass instruments with boys, and that girls are more influenced by their social, educational, family and peer group environment in the beginning of their musical studies than boys.…”

“…The scientific literature points to the existence of gender differences in the choice of musical instruments by students who begin their musical studies, both in private and public schools (Abeles & Porter, 1978;Cramer et al, 2002;Delzell & Leppla, 1992;Graham, 2005;Griswold & Chroback, 1981;Martínez-Cantero, 2017;Martínez-Trujillo & Colarte-Torres, 2013;Payne, 2009;Sansaloni, 2014).…”

Reguetón y representaciones de la mujer: un estudio en Educación Secundaria

“…Entre los tópicos más extendidos y estudiados respecto las diferencias de género en educación musical, figuran: las diferencias en la elección del instrumento (Walker, 2004), la preferencia masculina por los elementos tecnológicos (Armstrong, 2008), los problemas en los coros masculinos de adolescentes (Watson y otros, 2019), la escasa preferencia masculina por la danza (Gustems y otros, 2018), la presencia mayoritariamente masculina en la música clásica profesional (Hall, 2018), los sueldos inferiores y la adopción de lenguaje y modales propios de varones en las directoras (Gould, 2003), los roles de la mujer en la música a lo largo de la historia (Green, 2001), dificultades de la mujer en la profesión musical (Soler, 2017), una mayor expresión, calidez emocional e interacción femeninas (Gould, 2003), la mayor motivación por la música en las mujeres (Martínez Cantero, 2017), las diferencias en las preferencias musicales (Bautista, 2013), el mayor atractivo de mujeres con preferencias musicales clásicas (North y otros, 2000), etc.…”