Gender associations with world music instruments by secondary school music students from the USA

Kelly, Steven N.; VanWeelden, Kimberly

doi:10.1177/0255761413515808

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…This stereotyping extends to world music instruments (Kelly & Van Weelden, 2014) and is evident in very young children (Marshall & Shibazaki, 2012). However, for less gender-stereotyped instruments the musical style and the performance context play a part.…”

Section: Research On Gender Differences In Music Educationmentioning

confidence: 94%

Are there gender differences in instrumental music practice?

Hallam

Varvarigou

Creech

et al. 2016

Psychology of Music

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This research aimed to consider whether there were gender differences in the amount of practice undertaken by boys and girls, the practice strategies adopted and motivation to practise. A sample of 2027 girls and 1225 boys aged 6-19 years, ranging in level of expertise from beginner through to conservatory entrance level, playing instruments representative of the classical and popular instruments played in the UK completed a self-report Likert scale questionnaire. There were no statistically significant gender differences in weekly practice time or motivation to practise. Factor analysis of statements relating to practice revealed seven factors. There were statistically significant gender differences in relation to the adoption of systematic practice strategies (girls were more systematic), concentration (boys perceived they had higher levels of concentration) and immediate correction of errors (girls reported more immediate correction). There were no statistically significant gender differences in relation to the organisation of practice, the use of recordings and a metronome, the use of analytic strategies, and the adoption of ineffective practice strategies although for this factor there was a statistically significant interaction between gender and level of expertise.

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Section: Research On Gender Differences In Music Educationmentioning

confidence: 94%

Are there gender differences in instrumental music practice?

Hallam

Varvarigou

Creech

et al. 2016

Psychology of Music

View full text Add to dashboard Cite

show abstract

“…Girls tend to play the smaller higher-pitched instruments (Abeles, 2009; Abeles & Porter, 1978; Cramer, Million, & Perreault, 2002; Hallam, Rogers, & Creech, 2008; Harrison, 2000; Killian & Satrom, 2011; Sheldon & Price, 2005; Wych, 2012), although they tend to select a wider variety of instruments that they would like to play along the feminine–masculine continuum than boys, particularly at primary school (Zervoudakes & Tanur, 1994). This stereotyping extends to world music instruments (Kelly & Van Weelden, 2014) and is evident in very young children (Marshall & Shibazaki, 2012). Instrument choice to some extent is linked to genre with girls being under-represented in some popular music areas (ABRSM, 2014; Baker & Cohen, 2008).…”

mentioning

confidence: 99%

Gender differences in musical motivation at different levels of expertise

Hallam

Creech

Varvarigou

et al. 2018

Psychology of Music

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Recently, models have been developed that recognise the complexity of motivation. These set out the interactions that occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) enhancing or reducing motivation. Despite this we know very little about gender differences in motivation in relation to playing an instrument. The current study aimed to address this issue, exploring gender differences in motivation and whether these changed as expertise developed. A total of 3325 children ranging in level of expertise from beginner through to Grade 8 level in independent instrumental music examinations completed a questionnaire that included a seven-point Likert scale with statements exploring different aspects of motivation. A principal components analysis was undertaken and six factors emerged: support and social affirmation; social life and enjoyment of musical activities; enjoyment of performing; self-beliefs; enjoyment of lessons, playing and practise; and disliking practise. The only statistically significant gender difference was in relation to self-beliefs with the boys consistently scoring higher. Further research is needed to establish why this is the case. The findings have major implications for education.

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“…Music education in conjunction with gender has an existing body of research (Green, 2012), albeit a significant part is focusing questions of gendered representation (Harrison & O'Neill, 2000;Lamb, Dolloff & Wieland Howe, 2002;Harrison, 2007;Abeles, 2009;Kelly & Van Weelden, 2014). In a research review from 2002 (Lamb et al, 2002) it is stated that gender-related research on music education to a large extent has focused on compensatory issues.…”

Section: Introductionmentioning

confidence: 99%

Doing gender beside or in music: Significance of context and discourse in close relationship in the Swedish music classroom

Källén

Lindgren

2018

Brit. J. Music. Ed.

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This article explores the significance of context and discourse from a gender perspective within three different studies of the Swedish music classroom, conducted in lower secondary school, upper secondary school and higher music education respectively. The theoretical point of departure is that gender performances as well as the music classroom are discursively constructed within a specific context. The result suggests that if discourse and context are directed towards music as identity and skill, gender is performed in music, but if the music classroom is constructed as educational, gender is performed beside music. A conclusion is therefore that the impact of gender in the music classroom has to be understood as a matter of school discourse and school context in close relationship. It is argued that studying the interplay between context and discourse can be a way ahead for understanding the complexity in the relationship between music education and gender.

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Gender associations with world music instruments by secondary school music students from the USA

Cited by 7 publications

References 13 publications

Are there gender differences in instrumental music practice?

Are there gender differences in instrumental music practice?

Gender differences in musical motivation at different levels of expertise

Doing gender beside or in music: Significance of context and discourse in close relationship in the Swedish music classroom

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