Choice of instrument is among the most important factors in determining the course of a student's music education. Instrument selection can be a lengthy process accomplished through a variety of factors. The stereotyping of instruments by gender can, unfortunately, be one of those factors. The association of gender with particular instruments can significantly influence a student in choosing an instrument, thereby resulting in numerous negative consequences— including fewer instrument choices, limited ensemble participation, and peer disapproval. The purpose of this literature review is to examine recent scholarship on this issue and make recommendations for future investigation and possible interventions. By examining post-1996 literature, this article demonstrates that this issue still affects music education; it discusses recent aspects of the issue; and it proposes areas for further inquiry.
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