General music teachers can promote gender inclusivity in music classrooms through music listening activities. Helping all students feel included and honored could improve student learning and foster continued and diversified music listening in school and beyond. The purpose of this article, the first of three about gender inclusivity in general music, is to help music teachers create inclusive general music experiences to support all students during music listening activities. By knowing learners as individuals, teachers can help all students feel valued in music classrooms, which may serve to deepen and extend their music listening skills and preferences.
AbelesH. (2009). Are musical instrument gender associations changing?Journal of Research in Music Education, 57(2), 127–139. https://doi.org/10.1177/0022429409335878
Andang’oE.PachecoC. B. (2016). Belonging and identity: Exploring gendered meanings of musicking in seven-year-olds. In IlariB.YoungS. (Eds.), Children’s home musical experiences across the world (pp. 69–79). Indiana University Press.
4.
ArmstrongV. (2011). Technology and the gendering of music education. Ashgate.
CayariC. (2019). Demystifying trans*+ voice education: The transgender singing voice conference. International Journal of Music Education, 37(1), 118–131. https://doi.org/10.1177/0255761418814577
7.
ComberC.HargreavesD. J.ColleyA. (1993). Girls, boys and technology in music education. British Journal of Music Education, 10(2), 123–134. https://doi.org/10.1017/S0265051700001583
8.
ConnellR. (2000). The men and the boys. University of California Press.
9.
CrenshawK. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), Article 8. http://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
10.
CulpM. E.SalvadorK. (2017, December21). Embracing human difference in music education: Suggestions for honoring diversity in music classrooms [Blog post]. NAfME Music in a Minuet Blog. https://nafme.org/embracing-human-difference-music-education/
DarrowA. A. (2010). Music education for all: Employing the principles of universal design to educational practice. General Music Today, 24(1), 43–45. https://doi.org/10.1177/1048371310376901
13.
Del RíoM. F.StrasserK. (2013). Preschool children’s beliefs about gender differences in academic skills. Sex Roles, 68(3–4), 231–238. https://doi.org/10.1007/s11199-012-0195-6
GarrettM. L.SpanoF. P. (2017). An examination of LGBTQ-inclusive strategies used by practicing music educators. Research Studies in Music Education, 39(1), 39–56. https://doi.org/10.1177/1321103X17700702
18.
HartleyB. L.SuttonR. M. (2013). A stereotype threat account of boys’ academic underachievement. Child Development, 84(5), 1716–1733. https://doi.org/10.1111/cdev.12079
19.
HendricksK. S.SmithT. D.StanuchJ. (2014). Creating safe spaces for music learning. Music Educators Journal, 101(1), 35–40. https://doi.org/10.1177/0027432114540337
KozaJ. E. (1994). Females in 1988 middle school music textbooks: An analysis of illustrations. Journal of Research in Music Education, 42(2), 145–171. https://doi.org/10.2307/3345498
22.
LamontA.HargreavesD. J.MarshallN. A.TarrantM. (2003). Young people’s music in and out of school. British Journal of Music Education, 20(3), 229–241. https://doi.org/10.1017/S0265051703005412
23.
LindV. R.McKoyC. L. (2016). Culturally responsive teaching in music education: From understanding to application. Routledge.
O’TooleP. (1998). A missing chapter from choral methods books: How choirs neglect girls. Choral Journal, 39(5), 9–32. https://www.jstor.org/stable/23552677
26.
PalkkiJ. (2015). Gender trouble: Males, adolescence, and masculinity in the choral context. Choral Journal, 56(4), 24–35. https://www.jstor.org/stable/24769318
27.
PalkkiJ. (2017). Inclusivity in action: Transgender students in the choral classroom. Choral Journal, 57(11), 20–35. https://www.jstor.org/stable/26412785
28.
PhillipsL.Reddick-MorganK.StephensD. P. (2005). Oppositional consciousness within an oppositional realm: The case of feminism and womanism in rap and hip hop, 1976-2004. Journal of African American History, 90(3), 253–277. https://www.journals.uchicago.edu/doi/pdfplus/10.1086/JAAHv90n3p253
29.
RobisonT. (2017). Male elementary general music teachers: A phenomenological study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019
30.
RobisonT. (2018). Overcoming the octave displacement: Vocal modeling strategies for male elementary general music teachers. General Music Today, 31(3), 66–72. https://doi.org/10.1177/1048371318768486
31.
RobisonT. (2019). Improving classroom management issues through your carefully chosen approaches and Prompts. General Music Today, 32(3), 20–22. https://doi.org/10.1177/1048371318812440
32.
RobisonT. (2021). Classroom management through student choice and democratic practices: Part 1. General Music Today, 34(2), 31–33. https://doi.org/10.1177/1048371320937721
SheldonD. A.PriceH. E. (2005). Sex and instrumentation distribution in an international cross-section of wind and percussion ensembles. Bulletin of the Council for Research in Music Education, 163, 43–51. https://www.jstor.org/stable/40311594
35.
SoutherlandW. (2018). The rainbow connection: How music classrooms create safe spaces for sexual-minority young people. Music Educators Journal, 104(3), 40–45. https://doi.org/10.1177/0027432117743304
36.
TaylorD. M.TalbotB. C.HolmesE. J.PetrieT. (2020). Experiences of LGBTQ+ students in music education programs across Texas. Journal of Music Teacher Education, 30(1), 11–23. https://doi.org/10.1177/1057083720935610
WarzechaM. (2013). Boys’ perceptions of singing: A review of the literature. Update: Applications of Research in Music Education, 32(1), 43–51. https://doi.org/10.1177/8755123313502341
39.
WolterI.BraunE.HannoverB. (2015). Reading is for girls!? The negative impact of preschool teachers’ traditional gender role attitudes on boys’ reading related motivation and skills. Frontiers in Psychology, 6, Article 1267. https://doi.org/10.3389/fpsyg.2015.01267
