Instrumental Teachers and Their Musical and Pedagogical Decisions Around Gender

This study investigated how secondary-level band teachers navigate musical and pedagogical decisions related to gender in ensemble classrooms. Prompted by the author’s personal experiences as a female trombonist and the observed underrepresentation of women in band settings, the research explores the ways gender influences repertoire selection and classroom practices. Drawing on semi-structured focus groups with practicing band teachers, findings reveal that while educators generally prioritize student needs in repertoire selection and classroom management, explicit consideration of gender is often limited. Teachers reported that music publisher offerings and district policies significantly influence repertoire choices, frequently resulting in a continued predominance of works by male composers. Although some participants expressed awareness of gender disparities—such as the underrepresentation of women as band directors and composers—most lacked concrete strategies for addressing these issues in their teaching. Few teachers actively discussed gender with students or intentionally sought out gender-diverse repertoire. The findings of this study highlight the need for increased awareness and intentional practices to support gender inclusivity in secondary music education.