Female and feminine-presenting band directors’ experiences with gender microaggressions in the United States

IF 1.3 0 MUSIC
Heather Nelson Shouldice
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引用次数: 0

Abstract

The purpose of this study was to explore female and feminine-presenting band directors’ experiences with gender microaggressions in their work. Data consisted of survey responses ( N = 974) from current, former, and aspiring band directors living and/or teaching in the United States. The most frequently experienced types of gender microaggressions were second-class citizenship, restrictive gender roles, and environmental microaggressions. Younger individuals, college instructors, and those in the South tended to experience certain microaggression types more frequently than did other directors. Open-ended descriptions indicated a variety of common experiences within each of the nine types of gender microaggression, the most frequent of which was being called a demeaning name (e.g., sweetie, honey, and young lady). The most stressful/bothersome types were second-class citizenship, assumptions of inferiority, and restrictive gender roles, and correlations between frequency and stressfulness were strongest for leaving gender at the door, denial of individual sexism, and denial of the reality of sexism. Implications include the need to develop awareness of, combat, and prevent gender microaggressions in the secondary band profession and to provide opportunities for teachers of all genders to be recognized and valued for their work.
美国女性和女性乐队总监在性别微侵犯方面的经验
本研究的目的是探讨女性和女性乐队总监在其工作中对性别微侵犯的体验。数据由调查回复(N = 974)组成,这些回复来自现乐队指挥、前乐队指挥和在美国生活和/或教学的有抱负的乐队指挥。最常见的性别微侵犯类型是二等公民身份、限制性性别角色和环境微侵犯。年轻人、大学教师和南方的人往往比其他导演更频繁地经历某些微攻击类型。开放式描述表明,在九种性别微攻击类型中,每一种都有各种共同的经历,其中最常见的是被称为有辱人格的名字(例如,亲爱的,亲爱的,年轻女士)。压力最大/最令人烦恼的类型是二等公民身份、自卑感和限制性性别角色,而频率和压力之间的相关性在把性别拒之门外、否认个人性别歧视和否认性别歧视的现实方面最强。其影响包括需要提高对中等职业中性别微侵犯的认识、打击和预防,并为所有性别的教师提供机会,使他们的工作得到承认和重视。
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来源期刊
CiteScore
3.00
自引率
37.50%
发文量
37
期刊介绍: Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.
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