Navigating Gender in Academia: Experiences of Women Music Teacher Educators in the United States

• In Event: Critical Perspectives in Music Education

Abstract

Schools of music in higher education maintain a culture of patriarchy in music teaching, research, service, policy, and leadership. Challenging implicit biases, gendered marginalization, and discriminatory practices is necessary to create a more equitable environment in higher education. In this case study, we sought to better understand the nature of gendered biases and marginalization nine music teacher educators who identified as women experienced navigating higher education music spaces and institutions. Preliminary analyses suggest the following emergent themes: (1) Identity Social Bias, (2) Family Life, (3) Gender Microaggressions, and (4) Mentoring and support from other women. Data analysis for this study is ongoing. Upon completion of data analysis, we will share findings and implications for music teacher education and academia.

Authors

• Andrea VanDeusen, East Carolina University

• Cynthia L. Wagoner, East Carolina University