Music teachers' constructions of gender in elementary education

In spite of a growing body of research in music education that focuses on a variety of gender issues, there is still limited information on music teachers' experiences and constructions of their classroom practices in relation to their conceptualisations of gender. This paper examines music teachers' descriptions of gender in relation to their work as elementary music educators (5–10-year-olds). In an exploratory pilot study using a qualitative design, semi-structured 45–60 minute interviews were conducted with one male and five female teachers. Findings demonstrated that (1) teachers' conceptualisation of the relevance of gender in thinking about music teaching varied considerably; (2) the role of the male teacher in the elementary school was described in significantly different ways to that of the role of female teacher; and (3) teachers commonly referenced teaching strategies that reinforce gender stereotypes. The study concludes by outlining possible pathways for further research concerning gender in relation to elementary music education.